ESN441

Pennington, R., Ault, M., Courtade, G., Jameson, J. M., & Ruppar, A. (2023). High leverage practices and students with extensive support needs. Routledge.
• Chapter 15: Provide Scaffolded Supports
• Chapter 16: Provide Intensive Instruction and Use Explicit Instruction
• Chapter 19: Use Assistive and Instructional Technologies
These chapters provide an in-depth view of HLPs to support high quality instruction and will support your responses in both the discussion and assignment.

California Autism Professional Training and Information Network. (n.d.) UDL 3.0 and EBPs for Autism Crosswalk. [PDF]. https://www.captain.ca.gov/documents/captain-udl3.pdf
This resource provides a visual, showing how UDL strategies and EBPs are interconnected and work together. You will use this to support your responses in Assignment 2.

Autism Focused Intervention Resources and Modules. (n.d.) https://afirm.fpg.unc.edu/
This national website was also used in Module 1. Using your account, you will view a module on a selected EBP for Assignment 2.

Vanderbilt University. (2025). Implementing evidence-based practices in the classroom. https://my.vanderbilt.edu/spedteacherresources/implementing-evidence-based-practices-in-the-classroom/
This resource provides a brief step by step guide to implementing EBPs. This will support your work on Assignment 2.

Council for Exceptional Children. (2020). Clarifying the relationship between HLPs and EBPs. [Video]. YouTube. https://youtu.be/gYys-uuIeMI?si=I7qcGMFhjpJF2hqa
This video provides an overview of the relationship between HLPs and EBPs.

Stahmer, A. C., Suhrheinrich, J., Yu, Y., Melgarejo, M., Schetter, P., & Young, G. A. (2023). Implementation readiness for evidence-based autism practices in school systems. Implementation Research and Practice, 4. https://doi.org/10.1177/26334895231199465
https://journals.sagepub.com/doi/10.1177/26334895231199465
This article discusses several key factors that influence the teacher’s ability to implement EBPs.