Literaturnachweis - Detailanzeige
| Autor/inn/en | Borders, Christina M.; Bock, Stacey Jones; Szymanski, Christen |
|---|---|
| Titel | Teacher Ratings of Evidence-Based Practices from the Field of Autism |
| Quelle | In: Journal of Deaf Studies and Deaf Education, 20 (2015) 1, S.91-100 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-4159 |
| DOI | 10.1093/deafed/enu033 |
| Schlagwörter | Hearing Impairments; Deafness; Comorbidity; Autism; Pervasive Developmental Disorders; Barriers; Teacher Surveys; Familiarity; Best Practices; Knowledge Base for Teaching; Knowledge Level; Teaching Methods; Teacher Competencies; Teacher Attitudes |
| Abstract | Students who have a hearing loss and a comorbid diagnosis of an autism spectrum disorder (ASD) have multiple obstacles to overcome. Using Gallaudet Research Institute data, Szymanski, Brice, Lam, and Hotto calculated 1 deaf student in 59 received services for both a hearing loss and an ASD (Szymanski, Brice, Lam, & Hotto, 2012). Teachers of the deaf (TOD) in a Midwestern state completed a survey (N = 68) to indicate familiarity with evidence-based practices (EBP) from the field of ASD in order to confirm or reject the hypothesis that they would not report familiarity with these practices. Further analyses explored use and perceived effectiveness of EBP for those TOD who had familiarity with the instructional practices. Results of the study indicated that there was wide variance in TOD familiarity, use, and perceived effectiveness of the EBP. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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