In The Politics of Autism, I discuss the implementation of public policy toward autism at the federal, state, and local levels, involving education and social services. Implementation needs far more study.
Now, as a special education teacher specializing in mild-to-moderate disabilities, I am more dedicated than ever to advocating for evidence-based practices that have been shown to be effective for learners with autism. For example, strategies grounded in research, such as visual supports and reinforcement, have demonstrated efficacy in managing classroom behavior and enhancing learning outcomes.
The California Autism Professional Training Network (CAPTAIN) champions the use of eevidence-based practices statewide. Collaborating with diverse agencies, the network promotes interventions backed by scientific research, aiming to enhance outcomes for students with autism. Alongside visual supports and reinforcement, there are 26 other identified evidence-based practices accessible through the Autism Focused Intervention Resources and Modules (AFIRM) website. As an extension of the National Professional Development Center on Autism Spectrum Disorder, the AFIRM website offers modules on planning for, using and monitoring evidence-based practices for learners with autism spectrum disorder from birth to 22 years of age. This resource serves as a valuable tool for educators striving to effectively implement evidence-based strategies.
