Infiniteach developed a comprehensive learning platform based on a number of different evidence based treatment approaches for individuals with autism spectrum disorder (ASD). Infiniteach’s evidence based treatment criteria consists of studies published in peer-reviewed scientific journals that measure intervention using randomized or quasi-experimental design, single-subject, or combination of evidence.

These guidelines are similar to organizations like the National Autism Center, the National Professional Development Center on Autism Spectrum Disorder, and Association for Science in Autism Treatment. Below are the autism strategies and research support for components used within Infiniteach’s learning platform.


Infiniteach’s learning platform is visually based to help children with ASD learn new skills. Visual supports are a variety of tools used to help an individual with ASD navigate their day, change a behavior, or learn a new skill. Visual Supports include the use of pictures, words, objects, visual boundaries, scripts, timelines, schedules, organizational systems, labels, and videos to teach children with autism spectrum disorder.
Prompting Research Page

National Research Council (2001). Educating children with autism. Washington, DC: National Academy Press.

Spriggs, A. D., Gast, D. L., & Ayres, K. M. (2007). Using picture activity schedule books to increase on-schedule and on-task behaviors. Education and Training in Developmental Disabilities, , 209-223.


Infiniteach incorporates the Discrete Trial Training (DTT) method by teaching each skill for a total of five to fifteen trials. Teachers and therapists use DTT to teach a skill in small repeated steps. It does not matter what type of skill is taught – cognitive, academic, social, or communication.

Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: Replication of the UCLA model in a community setting. Journal of Developmental and Behavioral Pediatrics, 27(2), 145-155.

Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4-7 year-old children with autism. Behavior Modification. 26(1), 49-68.


Infiniteach uses highly preferred videos as positive reinforcement. After a child completes a desired skill then they are rewarded using a positive reinforcement. This method encourages a child to continue developing skills. In addition to videos, there are different types of positive reinforcements. Some are direct reinforcers that include items such as food, drinks, or hugs and high fives. The other indirect reinforcer includes verbal praise, highly preferred activity, sticker, or use of toys.
Positive Reinforcement Research

Baltruschat, L., Hasselhorn, M., Tarbox, J., Dixon, D. R., Najdowski, A. C., Mullins, R. D., et al. (2011). Further analysis of the effects of positive reinforcement on working memory in children with autism. Research in Autism Spectrum Disorders, 5(2), 855-863.

Sidener, T. M., Shabani, D. B., Carr, J. E., & Roland, J. P. (2006). An evaluation of strategies to maintain mands at practical levels. Research in Developmental Disabilities, 27, 632-644.


Infiniteach’s learning platform uses virtual visual and model prompts to encourage the child with ASD to perform at their best. A teacher, therapist, parent or peer gives prompts to a student or child to help a child with a particular skill. There are a variety of types of prompts: verbal, physical, model, gesture. By using systematic prompts children with ASD can acquire new skills. Prompts are often used in conjunction with other interventions to help teach a child with ASD a new skill.
Visual Support Research page 2

Akmanoglu, N., & Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39(4), 326-336.

Godby, S., Gast, D. L., & Wolery, M. (1987). A comparison of time delay and system of least prompts in teaching object identification. Research in Developmental Disabilities, 8, 283-306.


Infiniteach values the importance of incorporating the parents into the learning process by providing parents with the ability to organize and create lessons. Parent implenting interventions allows parents to work on skills at home and in the community.
Parent Implemented Interventions Research

Brookman-Frazee, L., Stahmer, A., Baker-Ericzen, M. J., & Tsai, K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review, 9(3,4) 181-200.

McConachie, H., Randle, V., Hammal, D., & Le Couteur, A. (2005). A controlled trial of a training course for parents of children with suspected autism spectrum disorder. The Journal of Pediatrics, 147, 335-340.