Several different types of resources are included in this section to support the development of knowledge and practices in partnering with families. These include websites, learning modules, and a glossary.
Websites
- Association for Science in Autism Treatment
- Autism Focused Intervention Resources & Modules (AFIRM)
- Autism Research Institute
- Autism Speaks
- Autism Spectrum Disorder (CDC)
- CSEFEL: Practical Strategies
- Healthy Children: Autism Spectrum Disorder in Children
- Illinois Early Intervention: Autism
- Illinois Early Learning Project: Podcasts (Supporting ASD)
- KidsHealth: Autism Spectrum Disorder
- NIMH: Autism Spectrum Disorder
- National Clearinghouse on Autism Evidence & Practice (NCAEP)
- Sesame Street in Communities: Autism
- SFARI: Simons Simplex Collection
- The Autism Project
- The Autism Navigator
- NPDC on ASD
Learning Modules
The modules can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content.
- AFIRM Module: Introduction to Autism
- AFIRM Module: Selecting an Evidence-Based Practice
- IRIS Center: ASD — Evidence-Based Practices
- IRIS Center: ASD — Overview for Educators
- OCALI AIM: Autism Spectrum Disorder — A Guide for Early Interventionists
- OCALI AIM: Girls on the Autism Spectrum
- OCALI AIM: Motor Differences in Autism Spectrum Disorder
- OCALI AIM: Screening Across the Lifespan for ASD
- PACE: Porchlight Autism Education Series — Learning Modules
- Thompson Center: Evidence-Based Practices and Interventions
- Thompson Center: Screening and Referral
- Thompson Center: Understanding Autism in Young Children
Glossary
Glossary: Key terms defined. References/resources may provide additional background specific to Early Intervention/Early Childhood Special Education.
| Term | Definition | Reference/Resource |
|---|---|---|
| Autism Spectrum Disorder (ASD) | ASD is a developmental disability that can cause significant social, communication, and behavioral challenges. CDC provides data on ASD, investigates risk factors/causes, and develops resources to support early identification. | CDC |
| Evidence-based Practice | An instructional/intervention procedure (or set of procedures) supported by sufficient research showing positive outcomes for individuals with ASD. | NPDC |
| Antecedent-Based Intervention (ABI) | Arranges events/circumstances that precede an activity or demand to increase desired behaviors or reduce interfering behaviors. | AFIRM |
| Augmentative and Alternative Communication (AAC) | Interventions using/teaching a non-vocal communication system (aided—device/book—or unaided—sign language). | AFIRM |
| Ayres Sensory Integration® (ASI) | Used to increase communication, socialization, cognitive, and adaptive skills while reducing challenging behaviors for learners with sensory processing challenges. | AFIRM |
| Behavioral Momentum Intervention (BMI) | Sequences expectations so low-probability responses are embedded within high-probability responses to increase persistence and occurrence. | AFIRM |
| Differential Reinforcement (DR) | Increases desirable behavior (or absence of an undesirable behavior) by providing positive consequences (e.g., DRA, DRI, DRO). | AFIRM |
| Direct Instruction (DI) | Sequenced, scripted teaching emphasizing teacher–student dialogue, choral/independent responses, and explicit error correction. | AFIRM |
| Discrete Trial Training (DTT) | Instruction with repeated trials: instruction, learner response, planned consequence, pause, then next instruction. | AFIRM |
| Exercise and Movement (ECE) | Uses physical exertion, specific motor techniques, or mindful movement to target skills and behaviors. | AFIRM |
| Extinction (EXT) | Decreases/eliminates interfering behavior by withholding the consequence that maintains it. | AFIRM |
| Functional Behavioral Assessment (FBA) | Systematic determination of the function of a behavior to develop an effective intervention plan. | AFIRM |
| Functional Communication Training (FCT) | Replaces a challenging behavior serving a communication function with more appropriate communication behaviors or skills. | AFIRM |
| Modeling (MD) | Demonstration of a desired behavior that results in the learner’s acquisition and use of that behavior. | AFIRM |
| Music-Mediated Intervention (MMI) | Uses songs, melodic intonation, and/or rhythm (including music therapy) to support skill learning or performance. | AFIRM |
| Naturalistic Intervention (NI) | Techniques embedded in typical activities/routines to naturally promote and encourage target skills/behaviors. | AFIRM Modules |
| Parent-Implemented Intervention (PII) | Parents deliver an intervention to promote social communication/other skills or to reduce challenging behavior. | AFIRM |
| Peer-Mediated Instruction & Intervention (PMII) | Peers directly promote social interactions/learning goals, or adults structure contexts and supports to facilitate peer engagement. | AFIRM |
| Prompting (PP) | Verbal, gestural, or physical assistance that supports acquisition or performance of a target behavior/skill. | AFIRM |
| Reinforcement (R+) | Applies a consequence following a response/skill that increases its future likelihood. | AFIRM |
| Response Interruption and Redirection (RIR) | Introduces a prompt/comment/distractor during an interfering behavior to divert attention and reduce that behavior. | AFIRM |
| Self-Management (SM) | Teaches learners to discriminate appropriate vs. inappropriate behavior, self-monitor/record, and self-reinforce appropriate behavior. | AFIRM |
| Social Narratives (SN) | Describe social situations, provide relevant cues, explain thoughts/feelings of others, and describe appropriate behavior expectations. | AFIRM |
| Social Skills Training (SST) | Describes social situations to highlight features of a target behavior/skill and provide examples of appropriate responding. | AFIRM |
| Task Analysis (TA) | Breaks an activity/behavior into small, teachable steps; often paired with reinforcement, video modeling, or time delay. | AFIRM |
| Technology-Aided Intervention & Instruction (TAII) | Instruction/intervention where technology is central and specifically supports learning or performance of a behavior/skill. | AFIRM |
| Time Delay (TD) | Systematically fades prompts by adding a delay between the initial instruction and additional prompts. | AFIRM |
| Video Modeling (VM) | Shows a video demonstration of a target behavior/skill to assist acquisition or performance. | AFIRM |