{"id":15591,"date":"2023-02-21T12:43:20","date_gmt":"2023-02-21T17:43:20","guid":{"rendered":"https:\/\/last-drum.flywheelsites.com\/?p=15591"},"modified":"2024-01-22T14:35:26","modified_gmt":"2024-01-22T19:35:26","slug":"complexities-evidence-based-treatment","status":"publish","type":"post","link":"https:\/\/autism.org\/complexities-evidence-based-treatment\/","title":{"rendered":"The Complexities of Establishing Evidence-Based Interventions for Autism"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-first\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-two-third\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:65.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-1\"><p><span style=\"font-weight: 400;\"><a href=\"#jump\">Giacomo Vivanti, Ph.D.<\/a>, dives into the complexities of establishing evidence-based autism interventions. He describes the ever-changing state of intervention literature, noting that autistic individuals still experience health inequalities. The speaker discusses four aspects of the interplay between research and practice and details studies demonstrating each assertion. Vivanti calls for universal outcome metrics based on well-being and considers how behavioral therapies can impact core autism symptoms (i.e., communication). The presenter asserts the usefulness of public health frameworks in assessing disparities between research and practice. He summarizes the presentation before the Q&amp;A.<\/span><\/p>\n<p>Take the knowledge quiz for this webinar <a href=\"#jump\">HERE <\/a><\/p>\n<\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:1500px;--awb-max-height:844px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:56.27%;\" ><iframe title=\"YouTube video player 1\" src=\"https:\/\/www.youtube.com\/embed\/JCanAbrBFTU?wmode=transparent&autoplay=0\" width=\"1500\" height=\"844\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-text fusion-text-2\"><h2><strong>In this webinar:\u00a0<\/strong><\/h2>\n<p><b>1:15 &#8211; <\/b><span style=\"font-weight: 400;\">Individual evidence-based care<br \/>\n<\/span><b>2:50 &#8211; <\/b>Landscape of autism early interventions<br \/>\n<b>4:55 &#8211; <\/b><span style=\"font-weight: 400;\">Health inequities for autistic individuals<br \/>\n<\/span><b>6:45 &#8211; <\/b><i><span style=\"font-weight: 400;\">Study: Early onset dementia in autism<br \/>\n<\/span><\/i><b>9:00 &#8211; <\/b><span style=\"font-weight: 400;\">Interplay of science and information dissemination<br \/>\n<\/span><b>11:40 &#8211;<\/b> Issue 1: The gap between research and practice<br \/>\n<b>13:30 &#8211; <\/b><i>Study: Treatment fidelity impact on skill acquisition<br \/>\n<\/i><b>16:23 &#8211; <\/b>Community implementation<br \/>\n<b>19:00 &#8211; <\/b>Community-partnered participatory research (CPPR)|<br \/>\n<b>20:02 &#8211; <\/b>Issue 2: Disagreements on what counts as evidence<br \/>\n<b>24:15 &#8211; <\/b><i>Study: Behavior analysts\u2019 knowledge on naturalistic strategies<br \/>\n<\/i><b>27:10 &#8211; <\/b>Issue 3: Disagreements on conceptual categories<br \/>\n<b>28:15 &#8211; <\/b><i>Study: Meta-analysis of ABA treatments<br \/>\n<\/i><b>29:55 &#8211; <\/b>U.S. state insurance coverage<br \/>\n<b>32:47 &#8211; <\/b><span style=\"font-weight: 400;\">Issue 4: Disagreement on intervention goals<br \/>\n<\/span><b>37:05 &#8211; <\/b>Complexity of well-being and autism symptoms<br \/>\n<b>40:00 &#8211; <\/b><i>Study: Consensus on target mechanisms<br \/>\n<\/i><b>42:53 &#8211; <\/b><i>Study: Inclusive vs autism-specific classroom learning opportunities<br \/>\n<\/i><b>46:05 &#8211; <\/b>Conclusions<br \/>\n<b>48:20 &#8211; <\/b>Q&amp;A<\/p>\n<h2><strong>Introduction<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">More research on autism early interventions has been published in the last three years than over the previous four decades combined <\/span><b>(2:50)<\/b><span style=\"font-weight: 400;\">. Vivanti explains that while the quality of early interventions has increased substantially, our knowledge is still rapidly evolving <\/span><b>(4:05)<\/b><span style=\"font-weight: 400;\">. Despite this, autistic individuals continue to experience health inequalities that lead to preventable adverse outcomes associated with mental and physical health, self-realization and self-determination, community participation, and educational opportunities <\/span><b>(4:55)<\/b><span style=\"font-weight: 400;\">. The presenter cites a study that found the chance of early onset dementia (Alzheimer&#8217;s) in autistic individuals is double that of the non-autistic population. He posits that this is due to the continued lack of cognitive, social, and educational support for autistic adults <\/span><b>(6:45)<\/b><span style=\"font-weight: 400;\">. Vivanti specifies four complexities of establishing evidence-based interventions:<\/span><\/p>\n<h2><strong># 1 &#8211; The gap between research and practice<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">The speaker recalls that his mother was blamed for his brother&#8217;s autism diagnosis in the 1990s, even though &#8220;cold parenting&#8221; had been disproven in the 1960s <\/span><b>(9:00)<\/b><span style=\"font-weight: 400;\">. Therefore, he continues, the first main issue in establishing evidence-based interventions is the gap between research and practice <\/span><b>(11:40)<\/b><span style=\"font-weight: 400;\">. The speaker explains how intervention procedures in community settings are often different from the procedures used in clinical trials<\/span><b> (11:40)<\/b><span style=\"font-weight: 400;\">. Vivanti details a study that assessed the association between outcomes of the Early Start Denver Model (ESDM) and intervention fidelity (adherence) to clinical implementation. Researchers found a lot of implementation variation not only across practitioners but also across patients of each practitioner <\/span><b>(13:30)<\/b><span style=\"font-weight: 400;\">. Children with the best outcomes were treated by therapists implementing interventions at higher fidelity <\/span><b>(15:35)<\/b><span style=\"font-weight: 400;\">. The presenter considers feasibility and philosophical commitments as reasons for such variations in community implementation <\/span><b>(16:23)<\/b><span style=\"font-weight: 400;\">. He underscores that procedures should be flexible to the individuals but rigorous as well. The speaker highlights community-partnered participatory research (CPPR) <\/span><b>(19:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><strong># 2 &#8211; Disagreements about what counts as evidence<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">Vivanit explains that practitioners rely on information from different agencies and reviews that analyze the literature. However, each agency\/review adheres to its own guidelines and criteria for what qualifies as evidenced-based (e.g., randomized trial vs. single subject design) <\/span><b>(20:02)<\/b><span style=\"font-weight: 400;\">. Different agencies therefore come to different conclusions about evidence-based interventions. Such confusion around facts makes clinicians and caregivers hesitant to adopt new interventions, despite documented effectiveness <\/span><b>(23:05)<\/b><span style=\"font-weight: 400;\">. The speaker outlines a survey study of 901 board-certified behavior analysts\u2019 knowledge of naturalistic developmental behavioral interventions (NDBI). Although significant evidence supports NDBI efficacy, few participants believed these practices were effective or appropriate <\/span><b>(24:15)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><strong># 3 &#8211; Disagreements on conceptual categories<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">Review agencies generally classify interventions according to conceptual categories like ABA, NDBI, CBT, etc. Vivanti explains that, again, arbitrary criteria for each category result in different recommendations for the evidence-based status of interventions across agencies <\/span><b>(27:10)<\/b><span style=\"font-weight: 400;\">. He outlines a meta-analysis of ABA-based interventions that found ABA therapies in various categories in several meta-analyses and reviews <\/span><b>(28:15)<\/b><span style=\"font-weight: 400;\">. Most states in the U.S., he continues, have an insurance coverage mandate for autism that specifically mentions ABA. Although providers are often willing to incorporate new evidence-based practices like the ESDM, insurance companies frequently refuse treatments if they are not identified as ABA <\/span><b>(29:55)<\/b><span style=\"font-weight: 400;\">. Therefore, many natural-based models are not provided, thus highlighting the extremely practical consequences of conceptual disagreements <\/span><b>(31:50)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><strong># 4 &#8211; Disagreements on intervention goals<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">Vivanti asserts that \u201cany consensus of what to do must be based on a consensus of why we are doing it.\u201d He remembers thinking that the goals for his brother\u2019s interventions ought to be based on safety and support in daily environments and activities <\/span><b>(32:47)<\/b><span style=\"font-weight: 400;\">. However, intervention goals are highly debated, which leads patients\/users to assume interventions prioritize conformity and compliance at the expense of neurodiversity and individualized care. The speaker asserts that this lack of a universal metric for \u201csuccessful outcomes\u201d keeps service providers from being able to specifically communicate what they want to achieve <\/span><b>(34:00)<\/b><span style=\"font-weight: 400;\">. He underscores using language and concepts based on freedom from distress, community participation, and well-being across the lifetime <\/span><b>(37:05)<\/b><span style=\"font-weight: 400;\">. Vivanti and his colleagues tried to generate a consensus on legitimate aspects of effective interventions that are respectful to the diversity and uniqueness of children but also rigorously empower individuals. Researchers found that interventions informed by this model emphasize agency, learning through positive interactions, engagement in novel and familiar schemas, and an interplay of comfort and challenge <\/span><b>(40:00)<\/b><span style=\"font-weight: 400;\">. Another study found that autistic children with more social attention had better outcomes in inclusive classrooms compared to autism-specific classrooms <\/span><b>(42:53)<\/b><span style=\"font-weight: 400;\">. Such findings underscore the importance of rigorous individualized interventions.<\/span><\/p>\n<h2><strong>Conclusion<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">The speaker emphasizes that knowledge of evidence-based interventions is advancing at an unprecedented pace. However, autistic people still experience healthcare differences. This is due to the complex interplay of research and practice. Key factors include disagreements about what counts as evidence, behavioral interventions, and intervention goals. These and other factors impacting implementation and adoption must be scientifically addressed and researched. Vivanti highlights that a public health framework can help examine these factors and contextualize challenges and opportunities associated with autism in the broader context of research and practice <\/span><b>(46:05)<\/b><span style=\"font-weight: 400;\">. The speaker provides thanks and resources before the Q&amp;A, where he discusses recommended interventions, various treatment concepts, how behavioral education programs impact autism neural structure, and much more <\/span><b>(48:20)<\/b><span style=\"font-weight: 400;\">. <\/span><\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-last\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div id=\"jump\" class=\"fusion-container-anchor\"><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-size:cover;width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% ) * 0.33333333333333 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-3\" style=\"--awb-text-transform:none;\"><h3>The speaker:<\/h3>\n<p><img decoding=\"async\" class=\"lazyload alignleft wp-image-15592\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/09\/vivanti.png\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/09\/vivanti.png\" alt=\"\" width=\"159\" height=\"201\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27159%27%20height%3D%27201%27%20viewBox%3D%270%200%20159%20201%27%3E%3Crect%20width%3D%27159%27%20height%3D%27201%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/09\/vivanti-200x253.png 200w, https:\/\/autism.org\/wp-content\/uploads\/2022\/09\/vivanti-237x300.png 237w, https:\/\/autism.org\/wp-content\/uploads\/2022\/09\/vivanti.png 400w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 159px) 100vw, 159px\" \/>Dr. Giacomo Vivanti is an Associate Professor in the <a href=\"https:\/\/drexel.edu\/autisminstitute\/research-projects\/research\/ResearchEarlyDetection\/\">Early Detection and Intervention research program<\/a> at the A.J. Drexel Autism Institute. His career as a scientist is driven by a key commitment to understand and address the social learning difficulties observed in young children with autism. This focus reflects his life experience of growing up with two brothers diagnosed with autism, as well as his diverse clinical and research training. Dr. Vivanti\u2019s research involves eye-tracking and behavioral paradigms to investigate early learning processes in young children with autism, as well as clinical trials and community-based participatory research to evaluate, optimize and customize early interventions for children with autism. His research has been funded through a diverse portfolio of federal and foundation grants.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% ) * 0.66666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-4\"><h4>Take the knowledge quiz<\/h4>\n<p>Can&#8217;t see the quiz below? 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fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3\"><section class=\"fusion-columns columns fusion-columns-3 columns-3\"><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/nutritional-neurobiology-of-autism\/\" aria-label=\"Nutritional Neurobiology of Autism: Revisiting the Zinc Hypothesis\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/AdobeStock_305770488-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Vitamins and supplements on a white background\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271708%27%20viewBox%3D%270%200%202560%201708%27%3E%3Crect%20width%3D%272560%27%20height%3D%271708%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/AdobeStock_305770488-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/AdobeStock_305770488-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/AdobeStock_305770488-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-02-28T13:38:36-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/nutritional-neurobiology-of-autism\/\">Nutritional Neurobiology of Autism: Revisiting the Zinc Hypothesis<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-02-28T13:38:36-05:00<\/span><span>May 13th, 2026<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/early-intervention\/\" rel=\"category tag\">Early Intervention<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/immune-issues\/\" rel=\"category tag\">Immune Issues<\/a>, <a href=\"https:\/\/autism.org\/category\/medical-care\/\" rel=\"category tag\">Medical Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/nutrition\/\" rel=\"category tag\">Nutrition<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/research-webinar\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>      Free webinar at 1:00 p.m. Eastern time (US), May 13, 2026 Recent data support a model in which altered zinc biology may act as a modifiable risk factor within<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/managing-constipation\/\" aria-label=\"Managing Digestive Issues and Constipation in Autism\" class=\"hover-type-none\"><img decoding=\"async\" width=\"500\" height=\"334\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/gastro.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"man with gut problems\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27500%27%20height%3D%27334%27%20viewBox%3D%270%200%20500%20334%27%3E%3Crect%20width%3D%27500%27%20height%3D%27334%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/gastro.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/gastro-200x134.jpg 200w, https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/gastro-300x200.jpg 300w, https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/gastro-400x267.jpg 400w, https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/gastro.jpg 500w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-03-20T09:55:05-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/managing-constipation\/\">Managing Digestive Issues and Constipation in Autism<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-03-20T09:55:05-05:00<\/span><span>April 1st, 2026<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/early-intervention\/\" rel=\"category tag\">Early Intervention<\/a>, <a href=\"https:\/\/autism.org\/category\/gastrointestinal\/\" rel=\"category tag\">Gastrointestinal<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/gastrointestinal-webinar\/\" rel=\"category tag\">Gastrointestinal<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/immune-issues\/\" rel=\"category tag\">Immune Issues<\/a>, <a href=\"https:\/\/autism.org\/category\/medical-care\/\" rel=\"category tag\">Medical Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/nutrition\/\" rel=\"category tag\">Nutrition<\/a>, <a href=\"https:\/\/autism.org\/category\/parenting\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/parenting-webinar\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/research-webinar\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/self-injury-2\/\" rel=\"category tag\">Self Injury<\/a>, <a href=\"https:\/\/autism.org\/category\/sleep-issues\/\" rel=\"category tag\">Sleep Issues<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>      Free webinar at 1:00 p.m. Eastern time (US), April 1, 2026 Learn about evidence-based, effective nutritional strategies to manage constipation.      About the speaker: Kelly<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/compass-webinar\/\" aria-label=\"COMPASS: A Caregiver\u2013Teacher Partnership Model for Improving Outcomes in Autistic Children and Youth\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/10\/early-intervention-2-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Close up of young female teacher sitting at desk with a Down syndrome schoolboy. Color painting on the paper for disabled kids, autism childs who are down syndrome and student teacher.\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/10\/early-intervention-2-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/10\/early-intervention-2-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2022\/10\/early-intervention-2-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-03-25T17:39:26-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/compass-webinar\/\">COMPASS: A Caregiver\u2013Teacher Partnership Model for Improving Outcomes in Autistic Children and Youth<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-03-25T17:39:26-05:00<\/span><span>March 24th, 2026<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/early-intervention\/\" rel=\"category tag\">Early Intervention<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/medical-care\/\" rel=\"category tag\">Medical Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/neurological\/\" rel=\"category tag\">Neurological<\/a>, <a href=\"https:\/\/autism.org\/category\/parenting\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/parenting-webinar\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/research-webinar\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/school-issues\/\" rel=\"category tag\">School Issues<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>      The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidence-based consultation framework designed to enhance outcomes for autistic children and youth by strengthening caregiver\u2013teacher partnerships. Developed by<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/research-on-language-use\/\" aria-label=\"Evidence That Speaks: Prioritizing Proven Communication Supports for Non-Speaking Autistic Children\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/Therapy-speech-Child-During-Play-large-21-bigstock-1376x1032-1-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271376%27%20height%3D%271032%27%20viewBox%3D%270%200%201376%201032%27%3E%3Crect%20width%3D%271376%27%20height%3D%271032%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/Therapy-speech-Child-During-Play-large-21-bigstock-1376x1032-1-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/Therapy-speech-Child-During-Play-large-21-bigstock-1376x1032-1-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2026\/01\/Therapy-speech-Child-During-Play-large-21-bigstock-1376x1032-1-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-02-24T16:59:19-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/research-on-language-use\/\">Evidence That Speaks: Prioritizing Proven Communication Supports for Non-Speaking Autistic Children<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2026-02-24T16:59:19-05:00<\/span><span>January 6th, 2026<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/meltdowns\/\" rel=\"category tag\">Meltdowns<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/neurological\/\" rel=\"category tag\">Neurological<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/research-webinar\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/school-issues\/\" rel=\"category tag\">School Issues<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/uncategorized\/\" rel=\"category tag\">Uncategorized<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Connie Kasari, PhD, details what contemporary research reveals about supporting non-speaking or minimally verbal autistic children. She highlights how far the field has come in the past two decades and emphasizes the<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/building-infant-social-interaction\/\" aria-label=\"Caregiver Strategies for Building Infant Social Interaction\" class=\"hover-type-none\"><img decoding=\"async\" width=\"400\" height=\"266\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/AdobeStock_220769491.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Mother holding her infant baby\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27400%27%20height%3D%27266%27%20viewBox%3D%270%200%20400%20266%27%3E%3Crect%20width%3D%27400%27%20height%3D%27266%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/AdobeStock_220769491.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/AdobeStock_220769491-200x133.jpeg 200w, https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/AdobeStock_220769491-300x200.jpeg 300w, https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/AdobeStock_220769491.jpeg 400w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-02-24T12:09:33-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/building-infant-social-interaction\/\">Caregiver Strategies for Building Infant Social Interaction<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-02-24T12:09:33-05:00<\/span><span>January 10th, 2025<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/early-intervention\/\" rel=\"category tag\">Early Intervention<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/infants\/\" rel=\"category tag\">Infants<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/parenting\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/parenting-webinar\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/prenatal-health\/\" rel=\"category tag\">Pregnancy<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/siblings\/\" rel=\"category tag\">Siblings<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/technology-and-asd\/\" rel=\"category tag\">Technology and ASD<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>    Laurie A. Vismara, Ph.D., BCBA-D, R.B.A. (Ont.) details caregiver strategies for building infant social interaction. She introduces the Infant Start Manual, an extension of the Early Start Denver Model. The speaker<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/motor-cognitive-development\/\" aria-label=\"Motor Skills and Executive Function in Autism\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/05\/AdobeStock_351872063-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Young child participating in sensory integration therapy session\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/05\/AdobeStock_351872063-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/05\/AdobeStock_351872063-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2024\/05\/AdobeStock_351872063-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-08-07T10:39:00-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/motor-cognitive-development\/\">Motor Skills and Executive Function in Autism<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-08-07T10:39:00-05:00<\/span><span>July 6th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/early-intervention\/\" rel=\"category tag\">Early Intervention<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/educational-therapies\/\" rel=\"category tag\">Educational Therapies<\/a>, <a href=\"https:\/\/autism.org\/category\/executive-function\/\" rel=\"category tag\">Executive Function<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/parenting\/\" rel=\"category tag\">Parenting<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>  Megan MacDonald, Ph.D., and Megan McClelland, Ph.D., discuss emerging research on the relationship between motor skill development and executive function in autism. They define motor skills and executive function, discuss their long-term impact<\/p><\/div><\/article><\/section><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":15593,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[32,21,9698,27,9651,3933,24],"tags":[3537,4718,5052,3539,4553],"class_list":["post-15591","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-autism-spectrum-disorders","category-early-intervention","category-educational-therapies","category-medical-care","category-research-webinar","category-webinar","tag-development","tag-early-intervention","tag-evidence-based-treatment","tag-evidence-based-behavior-strategies","tag-medical-care","webinar-author-dr-giacomo-vivanti"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.6 (Yoast SEO v27.1.1) - 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