Evidence-Based Practices 1

Discrete Trial Training - Updated

Estimated Time to Complete: 1 1/2 hours

Discrete trial training (DTT) is a method based on the principle of breaking behavior down into small (discrete) steps that have a clear beginning, middle and end. This is called a "single teaching unit." Trials are often repeated several times and the child is rewarded for answering correctly. DTT can be done in classrooms or homes. It can even be done in the community. When DTT is implemented in multiple environments, generalization is more likely to occur. This module will provide information on the evidence-based intervention, DTT.

Antecedent-Based Interventions (ABI)

Estimated Time to Complete: 2 hours

Antecedent-based interventions (ABI) comprise an evidence-based practice derived from applied behavior analysis (ABA) and are used to address both interfering (e.g., disruptive, repetitive, stereotypical) and on-task behaviors. By definition, the principle of ABI describes a relationship between a behavior and an antecedent stimulus; that is, an event or condition that occurs before or as a behavior appears. This module will provide information on ABI strategies.

Peer-Mediated Instruction and Intervention (PMII)

Estimated Time to Complete: 2 hours

Social impairment is one of the most predominant features of autism spectrum disorders (ASD). Individuals with ASD may have fewer opportunities to engage in social interactions to practice and acquire social and play skills. Peer-mediated instructional approaches can address these concerns by teaching children and youth with ASD new social skills and increasing social opportunities within natural environments, often a primary goal of families. This module explains the evidence-based intervention, Peer-Mediated Instruction and Intervention (PMII).

Differential Reinforcement

Estimated Time to Complete: 2 hours

Differential reinforcement of other behaviors (DRO) means that reinforcement is provided for desired behaviors, while inappropriate behaviors are ignored. This module will provide information on differential reinforcement.

Time Delay - Updated

Estimated Time to Complete: 2 hours

Many individuals with autism spectrum disorders (ASD) become dependent on prompts from adults. Prompt dependence limits a learner's ability to generalize the use of skills to new situations, activities, and with a variety of individuals. Time delay, an evidence-based intervention, is particularly effective at preventing prompt dependence. Time delay is a response-prompting procedure that focuses on fading the use of prompts during instructional activities. This module provides information on time delay.

Self-Management - Updated

Estimated Time to Complete: 2 hours

Self-management is a term used to describe the process of achieving personal autonomy so that individuals can live and work independently within any environment. Self-management interventions help children and youth with autism spectrum disorder (ASD) learn to independently regulate their behaviors and respond appropriately at home, in school, at work, and in their community. Self-management interventions are not only evidenced-based but can be used to target skills in all domains. This includes language/communication, social, sensory, behavioral, academic, and adaptive. Teaching self-management is a foundational skill that can make it easier to teach learners with ASD a variety of new skills. This module will provide information on what self-management is and identify a variety of interventions for teaching and using self-management.

Statement on Person and Identity First Language

OCALI works hard to create an inclusive culture. We understand that people find strength in their identity, so OCALI may use person-first language, identity-first language, or a combination of the two at different times based on the person or audience. By having respect for the different perspectives that empower the people we serve, we promote greater access and understanding to make peoples’ lives better and to inspire change in our communities.

Music-Mediated Intervention

Estimated Time to Complete: 1 1/2 hours

This module will review musical strategies for encouraging skill development for individuals on the autism spectrum. Information regarding indications and contraindications for using music in a recreational or academic setting will be reviewed, as well as signs for when to refer an individual to a music therapist. Practical applications for social skill development will be provided as a goal for autistic individuals, due to its appropriateness in a non-music therapy setting, abundance of strategies that enable a non-musician to facilitate, and prevalence.

Video Modeling

Estimated Time to Complete: 1 1/2 hours

Video modeling is a teaching method that uses technology as the core component of instruction. Video modeling uses brief videos of either the individual being taught or other models (e.g., peers, siblings, etc.) performing some target skill/behavior or sequence of skill/behaviors. Then the learner watches the video before practicing the target skill/behavior. Very often the same technology is used to record and show the video (e.g., smart phone, iPad, etc.). In this module you will learn about the foundations of video modeling, the evidence-base that supports its use, why this practice matches well with autistic characteristics and strengths, and most importantly, how to plan, implement and evaluate video modeling interventions.     

Evidence-Based Practices 1 Course Post-Assessment

Post-assessment for Evidence-Based Practices 1 course.