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Abstract

The search for evidence-based practices within the realm of autism has continued to be at the forefront of autism discussions in education. The author describes two models, CEC Practice Study Manual (2008) and the National Standards Report (National Autism Center, 2009), for evaluating interventions as evidence-based practices (EBP) in autism, and compares and contrasts their features. The author applies the National Standards Report model, as it is the most frequently used model when evaluating EBP’s, in an analysis of two interventions for children with autism spectrum disorders (ASD) that are known to be EBPs, and applies the same model in an analysis of two interventions that are known to be at-risk for failure to meet EBP standards. Based on the comparisons and analysis, suggestions for the future direction of the EBP evaluation process are made. Additional recommendations are provided for incorporation of EBP in teacher preparation courses.

 

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