Evidence-Based Practices

Our core beliefs

The specific curriculum content and delivery at HANDS in Autism® is novel in its approach with specific alignment to the following core beliefs:

  1. Strengths driven: A focus upon building strengths and successes for individuals with an emphasis on proactive planning and teaching practical skills (Iovannone, Dunlap, Huber, & Kincaid, 2003; National Research Council [NRC], 2001).
  2. Collaborative: Delivery across caregivers and community stakeholders for consistency, coordination, and positive collaboration (Baker et. al., 2005; Interagency Autism Coordinating Committee, 2005; Swiezy, Stuart, & Korzekwa, 2008).
  3. Data-driven: A relationship to data-driven decision-making practices across all settings to affect best outcomes through systematic planning and individualization of efforts (Iovannone et al., 2003; NRC, 2001).
  4. Scientifically-based: A basis from current research in special education, psychology, medicine, public health, and related fields with relevance to ASD, ID, DD, and related disabilities with a focus on the practical and effective blending of scientifically-based strategies (Horner, Carr, Strain, Todd, & Reed, 2002; Matson, Benavidez, Compton, Paclawskj, & Bagilo, 1996; National Autism Center [NAC], 2009; Odom et al., 2003).
  5. Interactive: An incorporation of implementation and systems training research that indicate the need to appeal to varied learning styles (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) and more interactive strategies to ensure usage in naturalistic home, community, school, and clinical settings (McClannahan, & Krantz,1993; Joyce & Showers, 2002).
  6. Practical and accessible: Delivery through accessible materials, training, technology, and consultative staff in efforts to decrease barriers, increase support, and improve implementation and utilization of the strategies taught.
  7. Process-driven: An infusion with a fluid and integrated process for effectively working with all children/youth by incorporating data-driven strategies, research-based methods, collaboration, and individualized needs to develop effective programming (Iovannone et al., 2003; Kazdin, 2001; NRC, 2001).