Steps for Implementation
Note: This practice is one of five strategies newly identified as an evidence-based practice (EBP) in the most recent literature review and report on EBPs published in 2020 by the National Clearinghouse for Autism Evidence and Practice (NCAEP). As stated on the TARGET page on research, TSLAT aligns its intervention content with the AFIRM modules created and published by the National Professional Development Center on Autism Spectrum Disorders (NPDC) at the University of North Carolina’s Frank Porter Graham Child Development Institute (FPG). The FPG Autism Team is currently developing new AFIRM modules to reflect the recent research and address the five new EBPs which are: 1) Augmentative and Alternative Communication, 2) Behavioral Momentum Intervention, 3) Direct Instruction, 4) Music-Mediated Intervention, and 5) Sensory Integration®. Once the new AFIRM modules are published, TSLAT will update the TARGET intervention pages for these EBPs, including steps for implementation and a webinar on each new EBP.
Research and Outcomes
Research Summary
Age Range: 3-18
Skills: Communication, cognitive, school readiness, academic/pre-academic
Settings: Home, school
Evidence Rating: Evidence Based
The information found in the Research Summary table is updated following a literature review of new research and these ages, skills, and settings reflects information from this review.
Outcomes Matrix
| Age: | 0-5 | 6-14 | 15-22 |
|---|---|---|---|
| Academic/Pre-academic | Yes | Yes | |
| Challenging/Interfering Behavior | |||
| Cognitive | Yes | ||
| Communication | Yes | Yes | Yes |
| Joint Attention | |||
| Mental Health | |||
| Motor | |||
| Play | |||
| School Readiness | Yes | ||
| Self-determination | |||
| Social | |||
| Vocational |
Direct instruction (DI) is a systematic approach to teaching and a sequenced instructional package that utilizes scripted protocols or lessons, emphasizes teacher and student dialogue through choral and independent student responses, and employs systematic and explicit error corrections to promote mastery and generalization. Direct Instruction is usually provided to small groups of learners and includes brisk pacing, student responses, explicit signals to cue student responses, correction procedures for incorrect or non-responses, and modeling correct responses. Instruction is sequenced so that students are required to master levels in a pre-specified order before moving to the next level. DI interventions can be used to support learners in acquiring literacy and mathematics skills and are often used in conjunction with other evidence-based practices including prompting, reinforcement, modeling, and visual supports (Steinbrenner, et al., 2020).