The American Academy of Pediatrics (AAP) Reports help Pediatricians Identify and Manage Autism Earlier. Clinical reports from the American Academy of Pediatrics (AAP) help pediatricians recognize autism spectrum disorders (ASDs) earlier and guide families to effective interventions, which will ultimately improve the lives of children with ASDs and their families. The first clinical report, “Identification and Evaluation of Children With Autism Spectrum Disorders,” provides detailed information on signs and symptoms so pediatricians can recognize and assess ASDs in their patients. Educational strategies and associated therapies, which are the cornerstones of treatment for ASDs, are reviewed in the second AAP clinical report, “Management of Children With Autism Spectrum Disorders.”

Autism Program Quality Indicators: A Self-Review and Quality Improvement Guide for Schools and Programs Serving Students with Autism Spectrum Disorders. The University of the State of New York, New York State Education Department Office of Vocational and Educational Services for Individuals with Disabilities. Albany, NY, 2001.

Alberta Mental Health Board Child and Adolescent Toolbox [PDF]: An online interactive resource that provides research based intervention strategies and resources for children and adolescents with developmental and behavioural problems.

Behavioural Interventions for Preschool Children with Autism, McGahan L. Ottawa: Canadian Coordinating Office for Health Technology Assessment (CCOHTA); 2001. Technology report no 18.

Best Practices for Designing and Delivering Effective Programs for Individuals with Autistic Spectrum Disorders - Recommendations of the Collaborative Work Group on Autistic Spectrum Disorders [PDF].
Sponsored by the California Departments of Education and Developmental Services, July 1997. Several intervention methods (such as discrete trial, environmental modifications, naturalistic teacher moments, or inclusion with typically developing peers) are considered. States that ABA is usually needed to assist a child to gain skills and reduce negative behaviors.

Clinical Practice Guideline (Report of the Guideline Recommendations) for Autism / Pervasive Developmental Disorders: Assessment and Intervention for Young Children (Age 0-3 Years):
Report of the Guideline Recommendations Autism/Pervasive Developmental Disorders Assessment and Intervention for Young Children (Age 0-3 Years). Sponsored by New York State Department of Health Early Intervention Program. This guideline was developed by an independent panel of professionals and parents sponsored by the New York State Department of Health, Early Intervention Program (1999).

Considerations for Administrators in the Design of Service Options for Young Children with Autism and their Families [Subscription Required], Strain, P., Wolery, M., & Izeman, S. Young Exceptional Children 1998, 8-16.

Discrete Trial Training in the Treatment of Autism [Subscription Required], Smith, T. Focus on Autism and Other Developmental Disabilities,16, 2001, 86-92.

Early Intensive Intervention Best Practices: Info page from the Ministry of Children and Family Development.

Educating Children with Autism: Lord, Catherine and McGee, James P. Eds. Committee on Educational Interventions for Children with Autism National Research Council, National Academies (U.S.) Division of Behavioral and Social Sciences and Education Board on Behavioral, Cognitive, and Sensory Sciences and Education, 2001.

Evidence-Based Practices for Children and Adolescents with Autism Spectrum Disorders: Review of the Literature and Practice Guide, Perry, Adrienne and Condillac, Rosemary. Children's Mental Health Ontario, 2004.

Un geste porteur d'avenir - Des services aux personnes présentant un trouble envahissant du développement, à leurs familles et à leurs proches. Ministère de la Santé et des Services sociaux Québec, 2003.

Intensive Intervention Programs for Children with Autism, Ludwig, Sue and Christa Harstall. Alberta Heritage Foundation for Medical Research, 2001.

Nova Scotia Community College (NSCC): NSCC Disability Services and the Provincial Autism Centre have developed an Autism Toolkit which provides Faculty and Staff with strategies for supporting autistic students in the classroom and in the college community.

Position Paper PP2004-02: Early Intervention for Cildren with Autism, Canadian Paediatric Society, Paediatric Child Health Vol 9, No 4, 2004.

Practice Parameter: Sreening and Diagnosis of Autism: Report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society, Filipek PA, Accardo PJ, Ashwal S, Baranek GT, Cook EH Jr, Dawson G, Gordon B, Gravel JS, Johnson CP, Kallen RJ, Levy SE, Minshew NJ, Ozonoff S, Prizant BM, Rapin I, Rogers SJ, Stone WL, Teplin SW, Tuchman RF, Volkmar FR. Neurology, Vol. 55, No. 4, 468-79.

Report of the MADSEC Autism Task Force. Maine Administrators of Services for Children with Disabilities, 2000.

A Review of the Research to Identify the Most Effective Models of Best Practice in the Management of Children with Autism Spectrum Disorders [PDF], Jacqueline M. Roberts with assistance from Greta Ridley. Centre for Developmental Disability Studies, The University of Sydney, 2004.

Screening, Assessment and Diagnosis of Autism Spectrum Disorders in Young Children, Miriam Foundation 2008: Canadian Best Practice Guidelines [PDF] | Parent's Guide [PDF] | Physician Toolkit [PDF] | English Poster [PDF]. Visit Autism Central for more information, and to obtain hard copies of documents.

Service Guidelines for Individuals with Autistic Spectrum Disorder/Pervasive Developmental Disorder: Birth through Twenty-One. Ohio Developmental Disabilities Council: Guidelines to help families, educators, medical professionals, care providers and other service providers make informed decisions about children and young adults with ASD/PDD. Ohio Developmental Disabilities Council.

Service Guidelines: Children with Autistic Spectrum Disorders, Susan Evans, George DiFerdinando. Department of Health and Senior Services, New Jersey Early Intervention System, 2004. Guidelines support the mission of early intervention, promote consistency in service delivery across the state and most importantly, address the specific needs of children with autism spectrum disorders and their families.

Supports Intensity Scale: A unique tool for assessing and planning support needs for adults with intellectual and developmental disabilities.

Standards and Guidelines for the Assessment and Diagnosis of Young Children with Autism Spectrum Disorder in British Columbia, Vikram Dua, British Columbia Ministry of Health Planning.

Teaching Students with Autism Spectrum Disorder [PDF], Ministry of Education, Government of Newfoundland and Labrador, 2003.

Teaching Students with Autism: A Resource Guide for Schools, British Columbia Ministry of Education, 2000. No single method for teaching students with autism is successful for all students. Needs change over time, making it necessary for teachers to try other approaches.

Teaching Students with Learning or Behavioural Differences: A Resource Guide for Teachers, British Columbia Ministry of Education. The challenge for teachers is to provide each student in their classroom with learning activities that provide challenge and success promote growth, involve the student as an active learner, are age appropriate, and enhance self-concept.

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