VIDBE-Q 2025 Volume 70 Issue 2
Unfortunately, there is limited research on evidence-based strategies or
interventions for teaching students who are DWD (Guardino & Cannon, 2015) and
students with vision loss. Most studies have excluded students with additional
disabilities to create more homogeneous groups, which makes it difficult to
generalize their findings to students who are DWD (Meinzen-Derr et al., 2009).
Current research tends to focus on specific groups, such as students with cochlear
implants or those with cortical vision impairments.
Evidence-Based Practices
While there is no cure for ASD, a long list of Evidence-Based Practices
(EBPs) has been shown to help with language, communication, and behaviors
(Syzmanski, 2012). For students with ASD, these EBPs have led to positive
outcomes in social skills, communication, challenging behaviors, joint attention,
play, cognitive skills, school readiness, pre-academic skills, motor skills, self-help
skills, vocational skills, and mental health (Wong et al., 2013). However, little
research has been conducted on EBPs for students with hearing loss and vision
loss. ToDs and TSVIs, and professionals working with these students, need EBPs
to provide the best education possible and help these students achieve on par with
their typically-developing peers.
Common EBPs for students with ASD include reinforcement, prompting,
