Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students with Autism Spectrum Disorders

Autor/inn/en	Hsiao, Yun-Ju; Sorensen Petersen, Sara
Titel	Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students with Autism Spectrum Disorders
Quelle	In: Teacher Education and Special Education, 42 (2019) 3, S.193-208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsiao, Yun-Ju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406418758464
Schlagwörter	Evidence Based Practice; Inservice Teacher Education; Teacher Education Programs; Special Education Teachers; Autism; Pervasive Developmental Disorders; Direct Instruction; Preservice Teachers; Students with Disabilities + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Autismus; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., "mentioned and discussed" or "mentioned and taught through direct instruction") or not addressed (i.e., "never mentioned and never taught" or "mentioned incidentally") for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01