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Autism, 5.05 (V) Why is the National Standard Report Important?

In this lesson, you will learn more about the National Standards Project, originally published in 2009 and updated in 2015. The importance of this report is that it includes studies evaluating treatments for adults ages 22 and up, which has never been systematically done prior to this report. The second national project, called the National Standards Report, was published originally in 2009 and updated in 2015. The 2015 report, which is based on a review and analysis of the treatment literature conducted in the field between 2007 to 2012 provides an update to the empirical treatment literature as published in the First National Standards Report in the year 2009. And includes studies evaluating treatments for adults ages 22 and up, which has never been systematically evaluated before this report. So the National Standards Project varied in the way that it evaluated the research data from that of the national professional development center. In the National Standards Report, a strength of evidence classification system was used. Independent evaluators read the research articles, and using a strength of evidence rating system, they scored each article. These scores were then compiled and the particular practice was identified as either an established, an emerging, an unestablished, or an ineffective practice based on the ratings given by the independent evaluators using the Scientific Merit Rating Scale. In order for something to be considered an established evidence based practiced, there had to be several published peer reviewed studies. With scientific merit rating scale scores of 3, 4, or 5, with beneficial treatment effects for a specific targeted area, domain, or behavior. In order for a practice to be considered emerging, there had to be a few published peer reviewed studies with a scientific merit rating scale score of 2. With beneficial treatment effects being reported for one dependent measure for a specific target. In order to identify or classify a practice as unestablished, there may or may not be any research or published articles. Beneficial treatment effects could be reported based on poorly controlled studies, those with scores of 0 or 1 on the scientific merit rating scale. Or, the claims may be based on testimonials, unverified clinical observations, opinions, or speculations. In order for a practice to be identified as ineffective or harmful, several published peer reviewed studies were required with a scientific merit rating scale score of 3 where the studies indicate no beneficial treatment effects for one dependent measure for a specific target. Or there are adverse treatment effects reported for one dependent measure for a specific target. In the 2015 report, there are 14 established interventions that have been thoroughly researched and have sufficient evidence for use to confidently state that they are effective. There are 18 emerging interventions that have some evidence of effectiveness, but not enough for the National Standards Project to identify them as being fully effective or meeting their criteria for established. There are 13 unestablished interventions identified, for which there's no sound evidence of effectiveness. In addition for adults age 22 and older, there's one established intervention that's been thoroughly researched and has sufficient evidence for the National Standards Project to confidently state that it's effective. There is also one emerging intervention that has some evidence of effectiveness but not enough for the Nationals Standards Project to be confident that its truly effective. Additional research needs to be done, and there are four unestablished interventions for which there was no sound evidence of effectiveness identified. The 14 established treatments based on the National Standards Project include behavioral interventions, cognitive behavioral intervention packages. Comprehensive behavioral treatment for young children, language training for production. Modeling, natural teaching strategies, parent training, peer training packages, pivotal response training, schedules. Scripting, self-management, social skills packages, and story-based interventions. Those practices identified as emerging for individuals up and through the age of 22 include augmentative and alternative communication devices, developmental relationship-based treatments. Exercise, exposure packages, functional communication training, imitation-based intervention, initiation training, language training for production and understanding. Massage therapy, multi-component packages, music therapy, picture exchange communication system, reductive packages, sign instruction. Social communication intervention, structured teaching, technology-based intervention, and theory of mind training. Those practices and treatments identified as unestablished by the National Standards Project include, animal assisted-therapy, auditory integration training, concept mapping, DIR or floor time. Facilitated communication, Gluten-free casein free diet, movement based intervention, sense theater intervention, sensory intervention packages. Shock therapy, social behavioral learning strategy, social cognition intervention, and social thinking intervention. For individuals ages 22 and up, the established intervention that was identified by the national standard project is behavioral interventions. The behavioral intervention category consist of applied behavior analytic interventions to increase adaptive behavior and decrease challenging behavior. Examples of specific strategies identified in the 17 articles supporting behavioral intervention can be found in the National Standards Report. The emerging intervention identified for individuals with autism aged 22 and older is vocational training package. The unestablished treatments or interventions for individuals ages 22 and older on the autism spectrum include cognitive-behavioral intervention packages, modeling, music therapy, and sensory integration packages.


In this lesson, you will learn more about the National Standards Project, originally published in 2009 and updated in 2015. The importance of this report is that it includes studies evaluating treatments for adults ages 22 and up, which has never been systematically done prior to this report. The second national project, called the National Standards Report, was published originally in 2009 and updated in 2015. The 2015 report, which is based on a review and analysis of the treatment literature conducted in the field between 2007 to 2012 provides an update to the empirical treatment literature as published in the First National Standards Report in the year 2009. And includes studies evaluating treatments for adults ages 22 and up, which has never been systematically evaluated before this report. So the National Standards Project varied in the way that it evaluated the research data from that of the national professional development center. In the National Standards Report, a strength of evidence classification system was used. Independent evaluators read the research articles, and using a strength of evidence rating system, they scored each article. These scores were then compiled and the particular practice was identified as either an established, an emerging, an unestablished, or an ineffective practice based on the ratings given by the independent evaluators using the Scientific Merit Rating Scale. In order for something to be considered an established evidence based practiced, there had to be several published peer reviewed studies. With scientific merit rating scale scores of 3, 4, or 5, with beneficial treatment effects for a specific targeted area, domain, or behavior. In order for a practice to be considered emerging, there had to be a few published peer reviewed studies with a scientific merit rating scale score of 2. With beneficial treatment effects being reported for one dependent measure for a specific target. In order to identify or classify a practice as unestablished, there may or may not be any research or published articles. Beneficial treatment effects could be reported based on poorly controlled studies, those with scores of 0 or 1 on the scientific merit rating scale. Or, the claims may be based on testimonials, unverified clinical observations, opinions, or speculations. In order for a practice to be identified as ineffective or harmful, several published peer reviewed studies were required with a scientific merit rating scale score of 3 where the studies indicate no beneficial treatment effects for one dependent measure for a specific target. Or there are adverse treatment effects reported for one dependent measure for a specific target. In the 2015 report, there are 14 established interventions that have been thoroughly researched and have sufficient evidence for use to confidently state that they are effective. There are 18 emerging interventions that have some evidence of effectiveness, but not enough for the National Standards Project to identify them as being fully effective or meeting their criteria for established. There are 13 unestablished interventions identified, for which there's no sound evidence of effectiveness. In addition for adults age 22 and older, there's one established intervention that's been thoroughly researched and has sufficient evidence for the National Standards Project to confidently state that it's effective. There is also one emerging intervention that has some evidence of effectiveness but not enough for the Nationals Standards Project to be confident that its truly effective. Additional research needs to be done, and there are four unestablished interventions for which there was no sound evidence of effectiveness identified. The 14 established treatments based on the National Standards Project include behavioral interventions, cognitive behavioral intervention packages. Comprehensive behavioral treatment for young children, language training for production. Modeling, natural teaching strategies, parent training, peer training packages, pivotal response training, schedules. Scripting, self-management, social skills packages, and story-based interventions. Those practices identified as emerging for individuals up and through the age of 22 include augmentative and alternative communication devices, developmental relationship-based treatments. Exercise, exposure packages, functional communication training, imitation-based intervention, initiation training, language training for production and understanding. Massage therapy, multi-component packages, music therapy, picture exchange communication system, reductive packages, sign instruction. Social communication intervention, structured teaching, technology-based intervention, and theory of mind training. Those practices and treatments identified as unestablished by the National Standards Project include, animal assisted-therapy, auditory integration training, concept mapping, DIR or floor time. Facilitated communication, Gluten-free casein free diet, movement based intervention, sense theater intervention, sensory intervention packages. Shock therapy, social behavioral learning strategy, social cognition intervention, and social thinking intervention. For individuals ages 22 and up, the established intervention that was identified by the national standard project is behavioral interventions. The behavioral intervention category consist of applied behavior analytic interventions to increase adaptive behavior and decrease challenging behavior. Examples of specific strategies identified in the 17 articles supporting behavioral intervention can be found in the National Standards Report. The emerging intervention identified for individuals with autism aged 22 and older is vocational training package. The unestablished treatments or interventions for individuals ages 22 and older on the autism spectrum include cognitive-behavioral intervention packages, modeling, music therapy, and sensory integration packages.