Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges.
Adapting and combining evidence-based practices (EBPs) for use in high school special and general education in support of autistic youth can be a daunting process for researchers and practitioners alike. Ensuring the process is informed by autistic voices, is strengths-based, and addresses outcomes...
| Publicado en: | Focus on Autism & Other Developmental Disabilities Vol. 41; no. 3; pp. 119 - 130 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195651782&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195651782 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10883576 FDD jtl: Focus on Autism & Other Developmental Disabilities issn: 10883576 maglogo: Y pubinfo: dt: Sep2026 vid: 41 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 195651782 190878170 195651782 195651782 10.1177/10883576251407633 195651782 ppf: 119 ppct: 11 formats: tig: atl: Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges. aug: au: Shogren, Karrie A. Hume, Kara A. Rentschler, Lindsay F. Boyd, Brian affil: The University of Kansas, Lawrence, USA sug: subj: Students with Disabilities Psychosocial Factors Autism Spectrum Disorder Rehabilitation Professional Practice, Evidence-Based Education, Special Teaching Methods Outcomes of Education Transition to Adulthood Human Autonomy Models, Educational Peer Group Mainstreaming (Education) Teachers Psychosocial Factors Support, Psychosocial Focus Groups Professional Development Schools, Secondary Neurodiversity Anxiety Prevention and Control Task Performance and Analysis Communication Self Assessment Empowerment Social Participation Feedback Academic Achievement Personal Growth Learning Descriptive Statistics Adolescence Adolescent: 13-18 years ab: Adapting and combining evidence-based practices (EBPs) for use in high school special and general education in support of autistic youth can be a daunting process for researchers and practitioners alike. Ensuring the process is informed by autistic voices, is strengths-based, and addresses outcomes identified as priorities for autistic youth can pose additional challenges. This paper provides a description of the activities undertaken to combine two EBPs for use in inclusive high school settings: the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports. Points where the autistic voice was embedded in the process are highlighted, along with initial feedback from high school teachers and students. Challenges to the EBP adaptation and combination process, as well as barriers to implementation and next steps, are also discussed. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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