Evidence Based Practice for Teaching a New Skill Screen

Evidence-Based Practices for Teaching a New Skill

This resource guide shares introductory and advanced DNEA resources that focus on strategies that research has shown to be most effective to help a professional or family member teach a person with autism a new skill or task.

Least To Most Prompting screenshot

Least To Most Prompting

Least-to-Most Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from least to most intrusive.  It can be used to teach discrete or chained behaviors/skills.

Most to Least Prompting document

Most To Least Prompting

Most-to-Least Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from most to least intrusive by systematically fading them over time. It can be used to teach discrete or chained behaviors/skills.

Prompting and Task Analysis Glossary

Prompting and Task Analysis Glossary

Wong, et al. (2015) conducted a comprehensive review of research about focused intervention practices to support individuals with autism. This comprehensive review is considered a landmark article because it identifies those strategies that are most effective to use with autistic people. This glossary is designed to support the community in understanding terms commonly associated with these practices.

Response Prompts

Prompting is an evidence-based practice that involves providing a child support when they are learning a new skill or behavior. There are two categories of instructional prompts: response prompts and stimulus prompts.

Stimulus Prompts screenshot

Stimulus Prompts

Prompting is an evidence-based practice that involves providing a child support when they are learning a new skill or behavior. There are two categories of instructional prompts: response prompts and stimulus prompts. Stimulus prompts are changes that are made to materials.

Avoiding Ableist Language resource guide image

Avoiding Ableist Language

Ableism is discrimination and social prejudice against people with disabilities and people perceived as disabled. Ableism characterizes people as defined by their disabilities as inferior to people without an identified disability. It’s important that professionals understand what ableism is, reflect on the language they use in their communication, and use non-ableist language alternatives to describe autism and autistic people. 

Social Narratives During COVID-19

Social narratives are short stories that use concrete text, photos, or drawings to explain situations or skills that may be confusing to the individual. They often include examples of how to positively respond to the situation. It is helpful to use social narratives to support the individual’s understanding of changes during unexpected events such as COVID-19.

Reinforcement

Reinforcement is an evidence-based practice used to increase the likelihood of a behavior or skill occurring again. Reinforcement is provided immediately after the desired behavior or skill and can be someone saying, “thank you,” smiling after receiving help, or giving a snack after finishing a difficult task. Reinforcers should be something the individual really enjoys or interacts with often. There are six types of reinforcers.

Creating Visual Schedules screenshot

Visual Supports: Creating Visual Schedules

Visual schedules represent upcoming activities through the use of sequenced objects, photos, pictures, and/or text. They are a visual support that create structure and establish expectations.