Links to some of our favorite free Autism resources from around the web.
1. The Big Red Safety Toolkit
Provided by the National Autism Association. A free toolkit given to Autism families in need containing some tools to assist in preventing and responding to wandering-related emergencies.
Family Wandering Emergency Plan
first-responder profile form
Wandering prevention brochure
Sample IEP letter
Student Profile Form
The primary goal of the National Standards Project from the National Autism Association is to provide critical information about which interventions have been shown to be effective for individuals with ASD. This project is designed to give educators, parents, practitioners, and organizations the information and resources they need to make informed choices about effective interventions that will offer children and adults on the spectrum the greatest hope for their future.
Established Interventions identified by the National Standards Project for children, adolescents and young adults ranging from 0 to 21 years.
Inclusion and exclusion Criteria for scientific studies
To ensure reliability among data included
Scientific Merit Rating Scale
To determine whether an intervention was effective for participants with ASD.
Intervention Effects Rating Scale
Criteria used to determine if the intervention effects were a) beneficial, b) ineffective or c) unknown.
To identify which relevant variables have been the focus of intervention studies to date.
Click the link on the resources page of the NAC website and enter your email address to receive access to free downloads of all of the NAC’s publications.
The MADSEC Autism Task Force created detailed analysis of methodologies with which to educate children with autism. This analysis focuses on the scope and quality of scientific research which objectively substantiates, or fails to substantiate, each method’s effectiveness. Based upon the research analysis, the MADSEC Autism Task Force made recommendations for the consideration of decision makers who are key to the intervention of children with autism.
This is a not-for-profit organization run by an all-volunteer board of 22 professionals, many of whom are parents of children and adolescents with autism. ASAT is committed to improving the education, treatment, and care of people with autism. ASAT works toward the adoption of higher standards of accountability in the way that people with autism are cared for, educated, and treated. Their goal is to assure that the family of every person with autism has access to information that will help them access the best intervention that science can provide, delivered with competence and compassion. Science In Autism Treatment is a free quarterly newsletter, designed to provide accurate, science-based information about autism and treatments
Invited articles by leading advocates of science-based treatment
Clinical Corner responses to frequently asked questions about autism treatment
Consumer Corner descriptions of resources that can guide and inform treatment decisions
Detailed summaries of specific treatments for autism
Highlights of our Media Watch efforts with discussion of accurate and inaccurate portrayals of autism and its treatment by the media
Reviews of published research to help consumers and professionals understand and access the science
Critiques of policy statements related to autism treatment
Interviews with those advancing science-based treatment and confronting pseudoscience
Guidelines to help consumers access effective treatments
Announcements about upcoming conferences of interest
Archived quarterly newsletters are available for download from the website as PDF files. There is also a subscription option to receive the latest issue.
5. Clinical Practice Guidelines for Autism and Pervasive Developmental Disorders
New York State Department of Health Early Intervention Program
This clinical practice guideline on autism is intended to provide parents, professionals, and others with recommendations based on the best scientific evidence available about “best practices” for assessment and intervention for young children with autism. (The guideline recommendations suggest “best practices” not policy or regulation).
6. Evidence-Based Practices for Children and Youth with Autism Spectrum Disorders (ASD)
The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The work of the NPDC was a collaboration among three universities—the University of North Carolina at Chapel Hill, the University of Wisconsin at Madison, and the MIND Institute, University of California-Davis. The goal of the NPDC was to promote the use of evidence-based practices (EBPs) for children and youth with ASD, birth to 22 years of age. This was accomplished through a comprehensive professional development process at state and local levels.
7. Autism Watch
The purpose of Autism Watch is to provide a scientific perspective on the many aspects of autism. This web site is for families of autistic children (including adult children), practitioners treating autistic patients, and anyone else with an interest in autism.
- Provide basic information about autism
- Offer scientific analysis of autism therapies
- Discuss the merits of the many proposed causes of autism
- Identify reliable sources of help and information
- Report improper actions to regulatory agencies
- Help people seek legal redress if they have been victimized
8. Consumer Guidelines for Identifying, Selecting, and Evaluating Behavior Analysts Working with Individuals with Autism Spectrum Disorder
Planning, directing, and monitoring effective ABA programs for individuals with autism spectrum disorders requires specific skills and competencies. Individuals with autism, their families, and other consumers have the right to know whether people who claim to be qualified to direct ABA programs actually have the necessary competencies. Parents, teachers, other professionals, and funding agencies have the right to hold prospective providers accountable for delivering quality services (e.g., to ask them how they use objective data to plan, implement, and evaluate the effectiveness of the interventions they use). Since individuals with autism have a variety of needs, not every service provider has the competencies required to optimally address the needs of every individual with autism. For that reason, consumers should focus on the match between their needs and the specific competencies of a particular provider.