Literaturnachweis - Detailanzeige
| Autor/inn/en | Macdonald, Libby; Trembath, David; Ashburner, Jill; Costley, Debra; Haas, Kaaren; Keen, Deb |
|---|---|
| Titel | Utilisation of an Intervention to Support Students on the Autism Spectrum: Examining Teachers' Responses to Finished! The On-task Toolkit |
| Quelle | In: Journal of International Special Needs Education, 23 (2020) 2, S.79-91 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2159-4341 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Intervention; Teacher Attitudes; Program Effectiveness; Visual Aids; Scheduling; Foreign Countries; Elementary School Teachers; Instructional Materials; Knowledge Level; Self Efficacy; Time on Task; Elementary School Students; Australia |
| Abstract | A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on task and work independently. However, evidence of effectiveness does not ensure a timely implementation of interventions in applied educational contexts. The translatability of interventions depends, to a large extent, on their contextual fit and how they are perceived by those that will use them. This mixed methods study examined general education teachers' responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation. (As Provided). |
| Anmerkungen | Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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