EBPs for Improving Social/Behavior Outcomes

These evidence-based practices have empirical support for improving social, communication, and behavioral outcomes for learners with autism, as identified in the National Clearinghouse on Autism Evidence and Practice (NCAEP) review.

Social Narratives

Short, individualized descriptions of a situation or skill that clarify expectations and appropriate responses (e.g., Social Stories).

Social Skills Training

Direct, structured instruction — individual or in groups — on specific social competencies, with practice and feedback.

Peer-Based Instruction & Intervention (PBII)

Typically developing peers are taught to model, prompt, and reinforce social and communication skills.

Naturalistic Intervention

Embedding instruction within natural routines, settings, and the learner's own interests and motivations.

Antecedent-Based Interventions (ABI)

Modifying the environment or events that precede an interfering behavior to make that behavior less likely.

Functional Behavior Assessment (FBA)

A systematic process for identifying the function (the “why”) of an interfering behavior so supports can target it.

Functional Communication Training (FCT)

Teaching a communicative replacement that serves the same function as an interfering behavior.

Differential Reinforcement (DR)

Reinforcing a desired behavior (or the absence of an interfering behavior) while withholding reinforcement for the interfering behavior.

Modeling & Reinforcement

Demonstrating target social behaviors and following desired responses with reinforcement — foundational, cross-cutting practices.

Source: Steinbrenner, J. R., Hume, K., Odom, S. L., et al. (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. National Clearinghouse on Autism Evidence and Practice (NCAEP), UNC Frank Porter Graham Child Development Institute.