The document provides a systematic review of evidence-based practices, focusing on various interventions such as Functional Communication Training (FCT), social narratives, peer-mediated instruction, and others for children, particularly those with autism spectrum disorders. It highlights the effectiveness of these practices in early childhood education and school settings based on multiple scholarly articles. The review serves as a comprehensive resource for educators and practitioners seeking to implement proven strategies for supporting the communication and developmental needs of these students.

1. Evidence- Based Practices
Evidence
Functional Communication Training (FCT)
Luo, L., Gage, N. A., & Prykanowski, D. A. (2019). Systematic
Review of Functional Communication Training in Early Care
and Education Settings. Education and Training in Autism and
Developmental Disabilities, 54(4), 358-376.
Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018).
A systematic review of Functional Communication Training
(FCT) interventions involving augmentative and alternative
communication in school settings. Augmentative and
Alternative Communication, 34(2), 118-129.
Imitation and Modeling
Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A parent-
implemented intervention to improve imitation skills by
children with autism: A pilot study. Early Childhood Education
Journal, 44(6), 671-680.
Social Narratives
Coogle, C. G., Ahmed, S., Aljaffal, M. A., Alsheef, M. Y., &
Hamdi, H. A. (2018). Social narrative strategies to support
children with autism spectrum disorder. Early Childhood
Education Journal, 46(4), 445-450.
Leaf, J. B., Ferguson, J. L., Cihon, J. H., Milne, C. M., Leaf, R.,
& McEachin, J. (2019). A Critical Review of Social
Narratives. Journal of Developmental and Physical Disabilities,
1-16.
Thomas, J., & Nix, S. (2017). Use of Social Narratives as an
Evidence-Based Practice to Support Employment of Young
Adults with Autism Spectrum Disorders: A Practitioner's
Guide. Journal of the American Academy of Special Education
Professionals, 163, 169.

2. Zimmerman, K. N., & Ledford, J. R. (2017). Beyond ASD:
Evidence for the effectiveness of social narratives. Journal of
Early Intervention, 39(3), 199-217.
Peer Mediated Instruction and Intervention (PMII)
Cook, L. H., Simpson-Steele, J., & Cook, B. G. (2017). Using
evidence-based practice in teaching students with and at risk for
developing disabilities. In Handbook of arts education and
special education (pp. 84-102). Routledge.
Mahoney, M. W. (2019). Peer-mediated instruction and activity
schedules: Tools for providing academic support for students
with ASD. TEACHING Exceptional Children, 51(5), 350-360.
Sam, A. (2016). Peer-Mediated Instruction and Intervention
(PMII). EBP Brief Packet. National Professional Development
Center on Autism Spectrum Disorders.
Picture Exchange Communication System (PECS)
Cagliani, R., Ayres, R., Whiteside, K., & Ringdahl, M. (2017).
Picture exchange communication system and delay to
reinforcement. Journal of Developmental and Physical
Disabilities, 29, 925–939.
Pierson, L. M., & Ganz, J. B. (2019). Does use of the Picture
Exchange Communication System (PECS) and Focused Playtime
Intervention (FPI) improve the communication of children with
autism spectrum disorder who are minimally verbal?. Evidence-
Based Communication Assessment and Intervention, 13(4), 200-
203.
Video Modeling (VM)
Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video
Modeling Using Classroom Peers as Models to Increase Social
Communication Skills in Children with ASD in an Integrated

3. Preschool. Education and Treatment of Children, 42(4), 515-
536.
Wynkoop, K. S., Cardon, T. A., Kruis, N. E., & Hawkins, P. M.
(2019). Teacher and Video Modeling: A Survey of Use and
Perspectives. Journal of Special Education Technology,
0162643419878149.
Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review
of video modeling to teach STEM to students with autism and
intellectual disability. Research in Autism Spectrum
Disorders, 70, 101476.
Voice Output Communication Aids (VOCA)
Furukawa, M., Itakura, M., & Fujisawa, Y. (2019, May).
Prototype of Simplified VOCA Device for Special Support
Education. In Proceedings of the 7th ACIS International
Conference on Applied Computing and Information
Technology (p. 11). ACM.
Schaefer-Whitby, P., Lorah, E., Love, J., & Lawless, H. (2017).
Enhancing communication and language development. Autism
spectrum disorders: Identification, education and treatment, 1.
Naturalistic Language Strategies
Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding
Naturalistic Communication Teaching Strategies During Shared
Interactive Book Reading for Preschoolers with Developmental
Delays: A Guide for Caregivers. Early Childhood Education
Journal, 1-8.
Discrete Trial Teaching (DTT)
Cariveau, T., Montilla, A. L. C., Ball, S., & Gonzalez, E.
(2019). A Preliminary Analysis of Equivalence-Based
Instruction to Train Instructors to Implement Discrete Trial
Teaching. Journal of Behavioral Education, 1-19.

4. Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016).
Discrete trial training. In Early intervention for young children
with autism spectrum disorder (pp. 47-83). Springer, Cham.
Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R.,
Kamps, D. M., & Bast, D. (2017). Impact of a teacher-as-coach
model: Improving paraprofessionals fidelity of implementation
of discrete trial training for students with moderate-to-severe
developmental disabilities. Journal of autism and developmental
disorders, 47(6), 1696-1707.
Pivotal Response Training (PRT)
Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief
report: Improving social outcomes for students with autism at
recess through peer-mediated pivotal response training. Journal
of autism and developmental disorders, 48(6), 2224-2230.
Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G.
(2019). Effects of Pivotal Response Treatment (PRT) for
Children with Autism Spectrum Disorders (ASD): a Systematic
Review. Review Journal of Autism and Developmental
Disorders, 1-13.
Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A Pilot
Examination of the Adapted Protocol for Classroom Pivotal
Response Teaching. Journal of the American Academy of
Special Education Professionals, 119, 139.