A UK and Ireland Survey of Educational Psychologists' Intervention Practices for Students with Autism Spectrum Disorder

Autor/inn/en	Robinson, Lee; Bond, Caroline; Oldfield, Jeremy
Titel	A UK and Ireland Survey of Educational Psychologists' Intervention Practices for Students with Autism Spectrum Disorder
Quelle	In: Educational Psychology in Practice, 34 (2018) 1, S.58-72 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2017.1391066
Schlagwörter	Educational Psychology; Counselor Attitudes; Intervention; Decision Making; Foreign Countries; Visual Aids; Interpersonal Competence; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Reinforcement; Modeling (Psychology); Student Needs; Educational Environment; Counseling Techniques; Questionnaires; Statistical Analysis; Qualitative Research; United Kingdom; Ireland + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Decision-making; Entscheidungsfindung; Ausland; Anschauungsmaterial; Interpersonale Kompetenz; Autismus; Positive Verstärkung; Modeling; Modelling; Modellierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Fragebogen; Statistische Analyse; Qualitative Forschung; Großbritannien; Irland
Abstract	Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP practitioners in the UK and Ireland about their use of 31 EBIs for ASD. This survey also explored the factors that influence EP practitioners' decision-making when planning interventions for students with ASD. Of the 31 EBIs, EP practitioners were most often involved with implementing visual supports, social stories, reinforcement, modelling, antecedent-based interventions, prompting, and social skills training. The most salient factors that influenced EP practitioners' decision-making when planning interventions for students with ASD included the student's individual needs and factors related to the school context. Implications for EP practice are discussed in addition to the limitations of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01