Samuel L. Odom

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In 2002, the National Institutes of Health sponsored a meeting concerning methodological challenges of research in psychosocial interventions in Autism Spectrum Disorders. This paper provides a summary of the presentations and the discussions that occurred during this meeting. Recommendations to federal and private agencies included the need for randomized(More)
The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275-282, 2010b, doi: 10.1080/10459881003785506 ). In the current study, a computer(More)
To address methodological challenges in research on psychosocial interventions for autism spectrum disorder (ASD), a model was developed for systematically validating and disseminating interventions in a sequence of steps. First, initial efficacy studies are conducted to establish interventions as promising. Next, promising interventions are assembled into(More)
Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A(More)
Joint attention, a foundational nonverbal social-communicative milestone that fails to develop naturally in autism, was promoted for three toddlers with early-identified autism through a parent-mediated, developmentally grounded, researcher-guided intervention model. A multiple baseline design compared child performance across four phases of intervention:(More)
tion of evidence-based practices for young children with autism is pushed by two parallel influences. First, the increase in the number of young children identified as having autism and requiring early intervention/early childhood special education (EI/ECSE) services creates a need for school districts, teachers, and families to identify educational(More)
Citizens of the United States, like citizens of many other countries, have made a commitment to their nation’s care, welfare, development, and education of infants and young children with identifiable disabilities, or at clear risk of disability, and their families (Hanson, 2003). Societal values dictate that support should be given to those most in need,(More)
The purpose of this commentary is to provide observation on the statistical procedures described throughout this special section from the perspective of researchers with experience in conducting systematic reviews and meta-analyses of single-case research to address issues of evidence-based practice. It is our position that both visual and statistical(More)
Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were(More)
LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which(More)