What are some of the key elements of setting up an evidence-based program?
Intervention choices are guided by published research in peer-reviewed journals.
Task force findings related to evidence-basedprocedures are also considered.
Providers have the proper credentials and experience, as well as a respect for the scientific literature.
Those who carry out the actual intervention are well trained and supervised to ensure treatment integrity.
Carefully implemented instruction promotes initial success, ongoing gains, and ultimate mastery, as well as maximizes carryover across settings.
Objective data are collected and used to guide clinical decision-making.
Services are well coordinated, particularly when multiple disciplines are involved. All providers useevidence-based practice and collect data to measure progress.
Ongoing interventions efforts are adapted as new findings are published in peer-reviewed journals.
Some other recommendations
Interventions are individualized and comprehensive targeting the full array of skills needed to be successful at home, school and in the future.
Behavior management strategies take into account the underlying function of the behavior and build skills to help an individual better meet his or her needs.
Inclusion is considered carefully and occurs with the appropriate supports, preparation, and monitoring.
Parents and other caregivers are truly members of the team and are involved in all stages of planning, goal selection, and implementation.
For those interested in providing a behavioral treatment program, the following articles describe the expertise required in a behavioral service provider:
The following are two publications which detail treatment protocols for intensive behavioral treatment:
Lovaas, O.I. 2003. Teaching Individuals with Developmental Delays. Basic Intervention Techniques. Austin, TX: Pro-Ed.
Maurice, C. (Ed.), Green, G., & Luce, S.C. (Co-eds.) 1996. Behavioral intervention for young children with autism; a manual for parents and professionals. Austin, TX: PRO-ED.