Teacher-Reported Classroom Strategies and Techniques for Students with Autism Spectrum Disorder

Autor/inn/en	Paisley, Courtney A.; Eldred, Sophia W.; Cawley, Ashley; Tomeny, Theodore S.
Titel	Teacher-Reported Classroom Strategies and Techniques for Students with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 3, S.158-167 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paisley, Courtney A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221125485
Schlagwörter	Students with Disabilities; Autism Spectrum Disorders; Classroom Techniques; Knowledge Level; Evidence Based Practice; Teaching Methods; Preschool Education; Elementary Secondary Education; Special Education Teachers + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Klassenführung; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Teachers' training in and knowledge of autism spectrum disorder (ASD)--specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers' reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01