Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges

Abstract

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.

Keywords

autism self-determination peer support transition collaboration evidence-based practices

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