autism intervention review grading Rubric Criteria Levels of Achievement Content Advanced Proficient Developing Not Present Introduction 7 points The introduction is clearly stated, conveys a personal philosophy of education, and strongly aligns with the assignment. 5 to 6 points Adequate personal philosophy of education is stated and is strongly aligned with the assignment. 1 to 4 points A personal philosophy of education is somewhat introduced, vaguely stated, and somewhat aligned with the assignment. 0 points The personal philosophy of education is missing, inadequate, and/or not aligned with the assignment. Description of Intervention 16 to 18 points Clear, accurate, extensive description and purpose of the intervention selected from the list provided. 13 to 15 points Adequate description and purpose of the intervention selected from the list provided. 1 to 12 points Vague description and purpose of the intervention or it is not clear whether the intervention came from the list provided. 0 points Underdeveloped, missing, or incomplete information in the description and purpose of the intervention. Intervention selected is not on the list provided with the assignment instructions. Strengths of Intervention 16 to 18 points Accurate and extensive explanation of the strengths, fully supported by research. 13 to 15 points Adequate explanation of the strengths, mostly supported by research. 1 to 12 points Vague explanation of the strengths. Research is limited. 0 points Strengths are missing, underdeveloped, and/or unsupported by research. Weaknesses of Intervention 16 to 18 points Accurate and extensive explanation of the weaknesses, fully supported by research. 13 to 15 points Adequate explanation of the weaknesses, mostly supported by research. 1 to 12 points Vague explanation of the weaknesses. Research is limited. 0 points Weaknesses are missing, underdeveloped, and/or unsupported by research. Effectiveness of Intervention 16 to 18 points Accurate and extensive critical review of the effectiveness is supported by research. 13 to 15 points Adequate critical review of the effectiveness is mostly supported by research. 1 to 12 points Critical review is somewhat developed, research is limited. 0 points Information regarding the effectiveness of the intervention is missing, underdeveloped, and/or unsupported by research. Child Profile 16 to 18 points A specific profile of a child with ASD is fully described with a detailed explanation as to why this child with ASD might respond best to this intervention. 13 to 15 points A specific profile of a child with ASD is adequately described with an adequate explanation as to why this child with ASD might respond best to this intervention. 1 to 12 points A specific profile of a child with ASD is underdeveloped. There is a vague explanation as to why this child with ASD might respond best to this intervention. 0 points The child profile is missing or there is incomplete information. Questions fo.

1. autism intervention review grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not Present
Introduction
7 points
The introduction is clearly stated, conveys a personal
philosophy of education, and strongly aligns with the
assignment.
5 to 6 points
Adequate personal philosophy of education is stated and is
strongly aligned with the assignment.
1 to 4 points
A personal philosophy of education is somewhat introduced,
vaguely stated, and somewhat aligned with the assignment.
0 points
The personal philosophy of education is missing, inadequate,
and/or not aligned with the assignment.
Description of Intervention
16 to 18 points
Clear, accurate, extensive description and purpose of the
intervention selected from the list provided.
13 to 15 points
Adequate description and purpose of the intervention selected
from the list provided.
1 to 12 points
Vague description and purpose of the intervention or it is not
clear whether the intervention came from the list provided.

2. 0 points
Underdeveloped, missing, or incomplete information in the
description and purpose of the intervention. Intervention
selected is not on the list provided with the assignment
instructions.
Strengths of Intervention
16 to 18 points
Accurate and extensive explanation of the strengths, fully
supported by research.
13 to 15 points
Adequate explanation of the strengths, mostly supported by
research.
1 to 12 points
Vague explanation of the strengths. Research is limited.
0 points
Strengths are missing, underdeveloped, and/or unsupported by
research.
Weaknesses of Intervention
16 to 18 points
Accurate and extensive explanation of the weaknesses, fully
supported by research.
13 to 15 points
Adequate explanation of the weaknesses, mostly supported by
research.
1 to 12 points
Vague explanation of the weaknesses. Research is limited.
0 points
Weaknesses are missing, underdeveloped, and/or unsupported
by research.
Effectiveness of Intervention
16 to 18 points
Accurate and extensive critical review of the effectiveness is

3. supported by research.
13 to 15 points
Adequate critical review of the effectiveness is mostly
supported by research.
1 to 12 points
Critical review is somewhat developed, research is limited.
0 points
Information regarding the effectiveness of the intervention is
missing, underdeveloped, and/or unsupported by research.
Child Profile
16 to 18 points
A specific profile of a child with ASD is fully described with a
detailed explanation as to why this child with ASD might
respond best to this intervention.
13 to 15 points
A specific profile of a child with ASD is adequately described
with an adequate explanation as to why this child with ASD
might respond best to this intervention.
1 to 12 points
A specific profile of a child with ASD is underdeveloped. There
is a vague explanation as to why this child with ASD might
respond best to this intervention.
0 points
The child profile is missing or there is incomplete information.
Questions for Families
16 to 18 points
5-8 specific questions are posed to help families and other team
members decide whether or not this intervention method is
appropriate for a child with ASD. Questions are thoroughly
discussed and applicable to the child’s age group identified in
the child profile.
13 to 15 points
5-8 specific questions are posed to help families and other team

4. members decide whether or not this intervention method is
appropriate for a child with ASD. Questions are adequately
discussed and applicable to the child’s age group identified in
the child profile.
1 to 12 points
Some or all of the specific questions are developing but may not
be helpful for families and other team members who decide
whether or not this intervention method is appropriate for a
child with ASD. 5-8 questions are vaguely discussed. Questions
seem applicable to the child’s age group identified in the child
profile.
0 points
5-8 specific questions are not included or inadequate.
Questions provided are not helpful for families and other team
members who decide whether or not this intervention method is
appropriate for a child with ASD. Questions may not be
applicable to the child’s age group identified in the child
profile.
Personal Reflection
16 to 18 points
Thorough, insightful, and meaningful thoughts, opinions, and
beliefs about the intervention are discussed in detail.
13 to 15 points
There is an adequate discussion of personal thoughts, opinions,
and beliefs about the intervention.
1 to 12 points
There is a vague discussion of personal thoughts, opinions, and
beliefs about the intervention. Personal insight is limited.
0 points
The reflection is missing or inadequate.
Conclusion
7 points

5. The conclusion is clearly stated, conveys a personal philosophy
of education, and strongly aligns with the assignment.
5 to 6 points
Adequate personal philosophy of education is stated and is
strongly aligned with the assignment.
1 to 4 points
A personal philosophy of education is somewhat introduced,
vaguely stated, and somewhat aligned with the assignment.
0 points
The personal philosophy of education is missing, inadequate,
and/or not aligned with the assignment.
Structure
Advanced
Proficient
Developing
Not Present
Composition
14 to 15 points
5-8 page composition is presented with exceptional quality and
coherent, cohesive sentence and paragraph structures. It is
written well using APA format.
11 to 13 points
5-8 page composition is mostly presented with acceptable
quality and coherent, cohesive, sentence and paragraph
structures and is mostly written using APA format.
1 to 10 points
Quality needs improvement. Some sentences/paragraphs lack
coherent and cohesive structures, or it needs improvement with
APA format. The 5-8 page requirement is met.
0 points
Composition skills are poor. The expected academic quality in
sentence/paragraph structure is not met, and/or 5-8 page
requirement is not met.

6. Mechanics
14 to 15 points
No errors in spelling, grammar, or punctuation are present.
11 to 13 points
The review is mainly written well with only minor spelling,
grammar, or punctuation errors.
1 to 10 points
The review contains several spelling, grammar, or punctuation
errors.
0 points
The review contains numerous spelling, grammar, and
punctuation errors.
Citation Format
14 to 15 points
All citations are in-text and are completely formatted using
current APA style guidelines.
11 to 13 points
The review adequately uses citations correctly according to
current APA style guidelines.
1 to 10 points
There are several citation errors according to current APA style
guidelines.
0 points
Citations are not used or there are numerous errors using
citations according to current APA style guidelines.
Reference Page
14 to 15 points
Bibliographic references are correctly formatted using current
APA style guidelines for all 6 required sources.
11 to 13 points

7. All of the 6 required sources are used Bibliographic references
according to current APA style guidelines are mostly used
correctly.
1 to 10 points
The sources used do not relate to the topic or are used
incorrectly. Numerous bibliographic references errors
according to current APA style guidelines.
0 points
A reference page is not included, or the reference page does not
include all 6 of the required sources.
EDSP 377
Autism Intervention Review Instructions
Being able to identify, critically review and appropriately apply
evidenc-based interventions is a critical aspect of special
education. For this assignment, you will practice this review
process. You are to select 1 intervention from the Autism
Interventions document and complete a critical review of the
strengths and weaknesses of the intervention and its generalized
value to children or adolescents with Autism Spectrum Disorder
(ASD). This review must include the following:
1. An introduction that outlines your personal philosophy of
education and alignment with your selected intervention.
2. A description of the intervention, including strengths and
weaknesses with references to support;
3. A critical review of the perceived effectiveness of the
intervention with references to support the evaluation of
effectiveness. Address if this intervention is considered to be
scientifically-based practice, a promising practice, or supported
with limited research practice;
4. A specific profile of a child with ASD who might respond
best to this intervention with an explanation of why.
5. 5–8 questions you would pose to help families and other
team members decide or whether or not this intervention method
is appropriate for a child with ASD;

8. 6. A personal reflection response to your review discussing your
personal opinion and beliefs about this intervention.
The Intervention Review assignment must be between 5–8
pages, including introductory and closing paragraphs.
Additionally a title page and reference page must be included
which will not be counted towards the 5–8-page length
requirement. You must cite at least 6 references. Two of these
references must be the course textbook and the Bible.
Additional references may include other texts on autism or peer-
reviewed articles. References should be in current APA format.
Submit this assignment via SafeAssign in Blackboard by 11:59
p.m. (ET) on Monday of Module/Week 7.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes
and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with
autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention

9. 17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to
autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional
Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related
Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling