Employing Evidence-Based Practices for Children with Autism in Elementary Schools

Autor/inn/en	Sam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W.
Titel	Employing Evidence-Based Practices for Children with Autism in Elementary Schools
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 7, S.2308-2323 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sam, Ann M.) ORCID (Odom, Samuel L.) ORCID (Tomaszewski, Brianne) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04706-x
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Evidence Based Practice; Elementary School Students; Program Effectiveness; Educational Objectives; Success; Special Education; Students with Disabilities; Intervention; Teacher Attitudes; Program Implementation; Fidelity; Academic Ability; Social Development; Communication Skills; School Readiness; Faculty Development; Teacher Competencies; Vineland Adaptive Behavior Scales; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Educational objective; Bildungsziel; Erziehungsziel; Erfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Soziale Entwicklung; Kommunikationsstil; Readiness for school; School ability; Schulreife; Lehrkunst
Abstract	The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. [For the corresponding grantee submission, see ED609046.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01