Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges / Karrie A. SHOGREN in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.119-129 Titre : Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; Kara A. HUME, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Brian BOYD, Auteur Article en page(s) : p.119-129 Langues : Anglais (eng) Mots-clés : autism  self-determination  peer support  transition  collaboration  evidence-based practices Index. décimale : PER Périodiques Résumé : 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. En ligne : https://dx.doi.org/10.1177/10883576251407633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges [texte imprimé] / Karrie A. SHOGREN, Auteur ; Kara A. HUME, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Brian BOYD, Auteur . - p.119-129. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.119-129 Mots-clés : autism  self-determination  peer support  transition  collaboration  evidence-based practices Index. décimale : PER Périodiques Résumé : 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. En ligne : https://dx.doi.org/10.1177/10883576251407633 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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