Development of a Standardized Benchmark Assessment Tool to Facilitate EBP for Students with ASD
Curriculum, Instruction, and Special Education
The purpose of this paper is to describe the development of an accessible, standardized benchmark assessment (i.e., the Evidence Based Practice Classroom Checklist (EBP CC)) to support administrators, school leaders, and educators in collaborative implementation of evidence-based practices for students with autism spectrum disorder (ASD). This series of studies occurred in three phases across two states. The first phase was design and content validity testing. The second phase was testing of the implementation process in schools including reliability assessments. Finally, the third phase addressed implementation on a larger scale and evaluation. Results indicated the EBP CC was a valid tool that represented the foundational practices necessary for students with ASD. Administrators found such a tool important and necessary. Additionally, results indicated reliability in measuring evidence based practices used in classrooms. Implications for research and practice are discussed.
DADD Online Journal
Carnahan, C. R.,
(2014). Development of a Standardized Benchmark Assessment Tool to Facilitate EBP for Students with ASD. DADD Online Journal, 4, 103-120.
Available at: https://aquila.usm.edu/fac_pubs/15439