EVIDENCE-BASED PRACTICES
STAR Autism Support Incorporates Evidence-Based Practices Across All Programs
STAR Autism Support® curricula incorporate Evidence-Based Practices selected to align with each program’s purpose, learners, outcomes, and instructional design. We prioritize the right practices, applied and documented with fidelity, that drive meaningful learning and implementation.
What Are Evidence-Based Practices?
Evidence-Based Practices (EBPs) are focused instructional or intervention practices supported by research. They address areas such as communication, social interaction, behavior, skill acquisition, independence, and technology-supported instruction. STAR Autism Support® uses a shared Evidence-Based Practice framework to guide curriculum development, implementation resources, professional learning, evidence documentation, and continuous improvement.
How We Review EBPs Alignment
STAR Autism Support® reviews lessons, activities, student materials, implementation resources, professional learning, digital features, and available evidence artifacts. Curriculum alignment is also compared with nationally recognized frameworks, including National Clearinghouse on Autism Evidence and Practice (NCAEP), Autism Focused Intervention Resources & Modules (AFIRM), and the National Autism Center (NAC). An Evidence-Based Practice is identified as represented only when evidence demonstrates intentional and sufficiently documented use of the formal practice.
A Shared Instructional Foundation
STAR Autism Support® reviews eight foundational Evidence-Based Practices across the curriculum portfolio: Antecedent-Based Intervention, Discrete Trial Training, Naturalistic Intervention, Prompting, Reinforcement, Social Skills Training, Task Analysis, and Visual Supports. Not every foundational practice is expected in every curriculum. Each practice is interpreted in relation to the curriculum’s purpose, outcomes, learners, and instructional model.
The Right Practices by Curriculum
Curricula are designed for different purposes. A comprehensive curriculum may use a broad combination of practices, while a specialized program may appropriately use a more focused set. STAR Autism Support® identifies the practices essential to each curriculum, additional practices that strengthen implementation, and individualized supports that may be needed for particular learners.
Explore Evidence-Based Practices by program
Select a program to learn more
The STAR Program
The STAR Program (grades PK-5) is a foundational curriculum that combines structured and naturalistic instruction to teach communication, learning, play, behavior, and functional skills while supporting increasing independence across environments.
Core Evidence-Based Practices:
Antecedent-Based Intervention
Discrete Trial Training
Functional Communication Training
Naturalistic Intervention
Prompting
Reinforcement
Task Analysis
Visual Supports
Additional Evidence-Based Practices:
Differential Reinforcement
Functional Behavior Assessment
Modeling
Parent-Implemented Intervention
Individualized Supports
Some learners may require additional communication, behavioral, or access supports. The curriculum can be coordinated with individualized plans and established supports when appropriate.
The Links Curriculum
Links® (grades 6-12+) is a foundational curriculum that integrates academic instruction with functional school, home, community, and vocational routines. Through Academic Teaching Units, structured lessons, and routine-based instruction, learners build academic knowledge, communication, participation, and independence across everyday routines.
Core Evidence-Based Practices:
Antecedent-Based Intervention
Discrete Trial Training
Functional Communication Training
Prompting
Reinforcement
Task Analysis
Visual Supports
Additional Evidence-Based Practices:
Augmentative and Alternative Communication
Differential Reinforcement
Functional Behavior Assessment
Modeling
Parent-Implemented Intervention
Social Narratives
Video Modeling
Individualized Supports
Some learners may require additional communication, behavioral, or access supports. The curriculum can be coordinated with individualized plans and established supports when appropriate.
SOLER Curriculum
SOLER® Essentials (Grades K-5) and SOLER® Classic (Grades 3-8) support social understanding, emotional awareness, self-regulation, relationship skills, and peer interaction through structured instruction and meaningful practice.
Core Evidence-Based Practices:
Essential to the curriculum’s design and intended outcomes.
Antecedent-Based Intervention
Modeling
Naturalistic Intervention
Peer-Based Instruction and Intervention
Prompting
Self-Management
Social Narratives
Social Skills Training
Task Analysis
Visual Supports
Additional Evidence-Based Practices:
Strengthen implementation, access, or generalization.
Differential Reinforcement
Parent-Implemented Intervention
Reinforcement
Technology-Aided Instruction and Intervention
Video Modeling
Individualized Supports
Some learners may require additional communication, behavioral, or access supports. The curriculum can be coordinated with individualized plans and established supports when appropriate.
Alignment Is an Ongoing Process
SAS uses findings from Evidence-Based Practices reviews to guide curriculum and activity development, professional learning, implementation guidance, digital features, evidence documentation, quality assurance, and accurate external communications. Curricula are re-reviewed after meaningful changes to content, instructional design, delivery, training, or implementation resources.
Referenced Frameworks
STAR Autism Support’s Evidence-Based Practices framework is derived from three well-respected sources:
- National Clearinghouse on Autism Evidence and Practice (NCAEP) 2020 Evidence-Based Practices Report
- Autism Focused Intervention Resources & Modules (AFIRM) Modules
- National Standards Project, Phase 2 (National Autism Center)
Important note: This overview describes curriculum alignment to formal evidence-based practice definitions. It does not indicate that every practice is appropriate for every curriculum or learner, and it should not be interpreted as an endorsement by NCAEP, AFIRM, or the National Autism Center.
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