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27 Evidence-Based Practices Within the SENBOX Framework.
27 Evidence-Based Practices Within the SENBOX Framework.
Evidence-Based Practices, or EBPs, are teaching and intervention strategies supported by research. The National Professional Development Center on Autism Spectrum Disorder identified 27 evidence-based practices for supporting autistic children and young people across learning, communication, behaviour, social development, and independence.
Doctor have tested more than 2000 ideas of practices for children and 99% have fail or are dangerous
the doctor found 27 good practices
All children need all EBPs (show 27 EBP)
If a child is missing EBP is means the education is too low (too low - moderate - professional)
each child need a different amount of each EBP
A teacher prioritize the 27 EBPs for the child
SENBOX Holistic Education Connection.
SENBOX Holistic Education Connection.
At SENBOX, these EBPs are connected to a wider educational framework.
The purpose is not only to reduce behaviour or train isolated skills. The purpose is to support the child’s full development.
This includes:
Communication Development
Communication Development
The child should be supported to express needs, choices, emotions, refusal, pain, preferences, and ideas.
Emotional Regulation
Emotional Regulation
The child should learn how to feel safe, understand stress, recover from difficult moments, and use regulation strategies.
Learning and Academic Readiness
Learning and Academic Readiness
The child should build attention, imitation, task engagement, problem-solving, memory, early academic skills, and classroom participation.
Social Development
Social Development
The child should be supported to interact with adults and peers in meaningful, respectful, and developmentally appropriate ways.
Independence and Life Skills
Independence and Life Skills
The child should learn practical skills such as dressing, eating, hygiene, cleaning, transitions, safety, and daily routines.
Family and School Partnership
Family and School Partnership
The child’s progress depends on consistent communication between SENBOX, parents, teachers, schools, and other professionals.
Evidence and Review
Evidence and Review
SENBOX uses documentation, observation, data, reports, and progress evidence to review whether the strategy is working and whether it needs to be adjusted.
Important SENBOX Caution
Important SENBOX Caution
SENBOX recognises the value of Evidence-Based Practices. However, EBPs must not be used as isolated “tricks”, quick techniques, or one-size-fits-all interventions.
A child is not a collection of behaviours. A child is a whole person with emotional needs, communication needs, sensory needs, family history, learning style, cultural background, medical considerations, school expectations, and future life goals. For this reason...
SENBOX applies EBPs
within a holistic educational approach.
This means that each strategy must be connected to:
the child’s Individual Education Plan
the child’s Behaviour Intervention Plan when needed
family priorities
school expectations
communication development
emotional regulation
independence and life skills
long-term inclusion goals
regular evidence collection and review
An EBP is only meaningful when it is selected carefully, implemented consistently, monitored with evidence, and adjusted according to the child’s real progress.
The 27 Evidence-Based Practices (EBPs)
The 27 Evidence-Based Practices (EBPs)
the child going to a room and start angry, crying
teacher shows the child schedule in tablet
EBP 1. Antecedent-Based Interventions
EBP 1. Antecedent-Based Interventions
Changing the environment or situation before a behaviour happens,
so the child is more likely to succeed.
Example: reducing noise, giving a warning before transition,
or preparing visual instructions before a difficult task.
2. Cognitive Behavioural Intervention
2. Cognitive Behavioural Intervention
Teaching the child to understand
thoughts, emotions, and behaviours, and to use strategies for self-regulation.
Example: helping a student recognise anxiety and use a calming routine.
3. Differential Reinforcement
3. Differential Reinforcement
Reinforcing helpful or appropriate behaviours while reducing reinforcement for behaviours that are unsafe or not useful.
Example: praising a child for asking for a break instead of leaving the classroom.
4. Discrete Trial Teaching
4. Discrete Trial Teaching
Breaking learning into small, structured teaching steps
with clear instruction, response, and feedback.
Example: teaching colours, matching, or imitation through repeated structured trials.
5. Exercise
5. Exercise
Using planned physical movement to support regulation, health, attention, behaviour, and readiness for learning.
Example: jumping, swimming, walking, stretching, or movement breaks before table work.
6. Extinction Procedures
6. Extinction Procedures
Reducing a behaviour by no longer giving the behaviour the outcome that previously maintained it.
Example: not giving attention to attention-seeking shouting, while teaching and reinforcing an appropriate way to request attention.
7. Functional Behaviour Assessment
7. Functional Behaviour Assessment
Identifying why a behaviour happens by looking at triggers, patterns, consequences, and the function of the behaviour.
Example: finding out whether a child is hitting to escape work, gain attention, access an item, or respond to sensory overload.
8. Functional Communication Training
8. Functional Communication Training
Teaching a child a safer and clearer way to communicate the same need that was previously expressed through behaviour.
Example: teaching “help”, “break”, “finished”, or “I don’t want” using speech, visuals, signs, or AAC.
9. Modeling
9. Modeling
Showing the child how to perform a skill before expecting the child to do it.
Example: demonstrating how to greet a friend, clean up toys, or ask for help.
10. Naturalistic Intervention
10. Naturalistic Intervention
Teaching skills during natural routines, play, daily activities, and real-life interactions.
Example: teaching requesting during snack time or turn-taking during a game.
11. Parent-Implemented Intervention
11. Parent-Implemented Intervention
Training and supporting parents to use intervention strategies at home and in the community.
Example: helping parents use visual schedules, communication supports, or behaviour strategies consistently.
12. Peer-Mediated Instruction and Intervention
12. Peer-Mediated Instruction and Intervention
Teaching peers how to support social interaction, communication, play, and inclusion.
Example: teaching classmates how to invite a child to join a game.
13. Picture Exchange Communication System
13. Picture Exchange Communication System
A structured communication system where the child uses pictures to request, comment, or communicate.
Example: giving a picture of “water” to request a drink.
14. Pivotal Response Training
14. Pivotal Response Training
Targeting important developmental areas that can improve many other skills at the same time.
Example: increasing motivation, initiation, response to multiple cues, and self-management.
15. Prompting
15. Prompting
Providing help to guide the child toward the correct response, then gradually reducing that help.
Example: using verbal prompts, gestures, physical guidance, or visual cues.
16. Reinforcement
16. Reinforcement
Increasing a skill or behaviour by providing a meaningful positive outcome after the child performs it.
Example: giving praise, access to a preferred activity, or a token after completing a task.
17. Response Interruption and Redirection
17. Response Interruption and Redirection
Interrupting a repeated or unsafe behaviour and redirecting the child to a more appropriate action.
Example: interrupting repetitive vocalisation during group time and redirecting the child to answer, request, or engage.
18. Scripting
18. Scripting
Teaching the child specific words, phrases, or sentences to use in social or learning situations.
Example: teaching “Can I play?”, “I need help”, or “Your turn”.
19. Self-Management
19. Self-Management
Teaching the child to monitor and manage their own behaviour, work, or emotional regulation.
Example: using a checklist to track whether they completed classroom tasks.
20. Social Narratives
20. Social Narratives
Using short written or visual stories to explain situations, expectations, and appropriate responses.
Example: a story about going to school, waiting in line, or visiting the dentist.
21. Social Skills Training
21. Social Skills Training
Directly teaching social interaction skills through instruction, practice, feedback, and real-life application.
Example: teaching turn-taking, sharing, greeting, conversation, or understanding personal space.
22. Structured Play Group
22. Structured Play Group
Organising play opportunities with clear roles, routines, materials, and adult support.
Example: setting up a small play group with guided turn-taking and shared play goals.
23. Task Analysis
23. Task Analysis
Breaking a complex skill into smaller steps so the child can learn one step at a time.
Example: brushing teeth, washing hands, packing a school bag, or completing a worksheet.
24. Technology-Aided Instruction and Intervention
24. Technology-Aided Instruction and Intervention
Using technology to teach, communicate, support independence, or collect evidence.
Example: communication devices, learning apps, digital schedules, video models, or progress tracking tools.
25. Time Delay
25. Time Delay
Pausing before giving a prompt so the child has time to respond independently.
Example: asking a question and waiting before giving help.
26. Video Modeling
26. Video Modeling
Using video examples to show the child how to complete a skill or behave in a situation.
Example: watching a video of a child washing hands, greeting a teacher, or joining a group activity.
27. Visual Supports
27. Visual Supports
Using visual materials to help the child understand routines, expectations, choices, communication, and learning tasks.
Example: visual schedules, first-then boards, choice boards, classroom rules, emotion charts, and task steps.
Professional Caution Statement
Professional Caution Statement
Evidence-Based Practices are important, but they must be used responsibly.
A strategy may be evidence-based, but that does not automatically mean it is the correct strategy for every child, every family, or every school situation.
SENBOX therefore applies EBPs through professional judgement, child observation, family consultation, school collaboration, and regular review. The goal is not only behaviour change. The goal is educational justice, meaningful development, communication, independence, inclusion, and a better quality of life for the child and family.
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