Literaturnachweis - Detailanzeige
| Autor/inn/en | Lushin, Victor; Mandell, David; Beidas, Rinad; Marcus, Steven; Nuske, Heather; Kaploun, Victor; Seidman, Max; Gaston, Daphney; Locke, Jill |
|---|---|
| Titel | Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation? |
| Quelle | In: Journal of Autism and Developmental Disorders, 50 (2020) 3, S.881-892 (12 Seiten)
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| Zusatzinformation | ORCID (Lushin, Victor) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-019-04304-6 |
| Schlagwörter | Evidence Based Practice; Special Education; Children; Autism; Incidence; Symptoms (Individual Disorders); Verbal Ability; Teaching Skills; Training; Class Size; Program Implementation; Identification |
| Abstract | Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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