As practitioners dedicated to creating optimal outcomes for children, it is crucial to leverage evidence-based practices (EBPs) when delivering online therapy services. The systematic review titled "Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review" (Hume et al., 2021) offers invaluable insights into effective intervention strategies for autistic individuals. This review synthesizes findings from 972 articles published between 1990 and 2017, identifying 28 focused intervention practices that meet the criteria for EBPs.
Understanding and implementing these EBPs can significantly enhance the quality of online therapy services provided to schools. Here are some key takeaways from the review that can guide practitioners in improving their skills and outcomes:
- Antecedent-Based Interventions (ABI): These interventions involve arranging events or circumstances that precede an activity to increase desirable behaviors or reduce challenging ones. Practitioners can incorporate ABI strategies to create a conducive learning environment.
- Augmentative and Alternative Communication (AAC): AAC interventions use non-verbal communication systems, such as devices or sign language, to support communication for non-vocal individuals. Integrating AAC into therapy sessions can enhance communication skills.
- Naturalistic Interventions (NI): These techniques are embedded in typical activities and routines, promoting target skills in a natural context. Practitioners can use NI to make therapy sessions more engaging and relevant to the child's daily life.
- Peer-Based Instruction and Intervention (PBII): PBII involves peers promoting social interactions and learning goals. Encouraging peer involvement can foster social skills and create a supportive learning community.
The review also highlights the importance of considering demographic factors such as age, gender, and race/ethnicity when implementing EBPs. Most studies focused on preschool and elementary-aged children, indicating a need for more research on infants, toddlers, adolescents, and young adults. Additionally, the review underscores the underrepresentation of non-white racial and ethnic groups in autism research, emphasizing the need for inclusive practices.
Practitioners are encouraged to continue their professional development by staying updated with the latest research and incorporating EBPs into their practice. By doing so, they can ensure that their therapy services are grounded in scientifically validated methods, ultimately leading to better outcomes for autistic children and youth.
To read the original research paper, please follow this link: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review.
