Pub Date : 2022-11-28DOI: 10.1177/10883576221137905
Carlin L. Conner, Jill Allor, Stephanie Al Otaiba, P. Yovanoff, Lauren M. LeJeune
This study examined the response of two students with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter–sound knowledge, and word identification from pre- to post-intervention.
{"title":"Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability","authors":"Carlin L. Conner, Jill Allor, Stephanie Al Otaiba, P. Yovanoff, Lauren M. LeJeune","doi":"10.1177/10883576221137905","DOIUrl":"https://doi.org/10.1177/10883576221137905","url":null,"abstract":"This study examined the response of two students with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter–sound knowledge, and word identification from pre- to post-intervention.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48908472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1177/10883576221137906
Yun-Ching Chung, Karen H. Douglas
Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students’ appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research.
{"title":"The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms","authors":"Yun-Ching Chung, Karen H. Douglas","doi":"10.1177/10883576221137906","DOIUrl":"https://doi.org/10.1177/10883576221137906","url":null,"abstract":"Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students’ appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49578083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1177/10883576221137284
Deanna Deenihan, K. Blair, Rose Iovannone
This study evaluated the use of the Prevent–Teach–Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed.
{"title":"Evaluating the Prevent–Teach–Reinforce Model for High School Students With Autism Spectrum Disorder","authors":"Deanna Deenihan, K. Blair, Rose Iovannone","doi":"10.1177/10883576221137284","DOIUrl":"https://doi.org/10.1177/10883576221137284","url":null,"abstract":"This study evaluated the use of the Prevent–Teach–Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"56 - 68"},"PeriodicalIF":2.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46498698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-20DOI: 10.1177/10883576221133501
Kristina A. Bewley, K. Crosland, Asha A. Fuller
Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction (CAI)–based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI intervention to decrease the latency to on-task behavior during transitions in students with ASD. Two different transitions were evaluated with three student participants with ASD. Results indicated the CAI intervention decreased latency to on-task behavior for all three participants for both transitions without the need for a reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both the teachers and the student participants.
{"title":"Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder","authors":"Kristina A. Bewley, K. Crosland, Asha A. Fuller","doi":"10.1177/10883576221133501","DOIUrl":"https://doi.org/10.1177/10883576221133501","url":null,"abstract":"Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction (CAI)–based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI intervention to decrease the latency to on-task behavior during transitions in students with ASD. Two different transitions were evaluated with three student participants with ASD. Results indicated the CAI intervention decreased latency to on-task behavior for all three participants for both transitions without the need for a reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both the teachers and the student participants.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"45 - 55"},"PeriodicalIF":2.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1177/10883576221133495
Allison S. Nahmias, Samantha R. Crabbe, Steven C. Marcus, D. Mandell
This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student’s primary educational setting: autism-only ( n = 28), mixed-disability ( n = 25), and regular early education ( n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. Regular early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types.
{"title":"The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder","authors":"Allison S. Nahmias, Samantha R. Crabbe, Steven C. Marcus, D. Mandell","doi":"10.1177/10883576221133495","DOIUrl":"https://doi.org/10.1177/10883576221133495","url":null,"abstract":"This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student’s primary educational setting: autism-only ( n = 28), mixed-disability ( n = 25), and regular early education ( n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. Regular early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46836678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-08DOI: 10.1177/10883576221130715
Nicolette Ogden, Virginia L. Walker, Melissa C. Tapp, Megan E. Carpenter
Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few s...
{"title":"Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training","authors":"Nicolette Ogden, Virginia L. Walker, Melissa C. Tapp, Megan E. Carpenter","doi":"10.1177/10883576221130715","DOIUrl":"https://doi.org/10.1177/10883576221130715","url":null,"abstract":"Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few s...","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"145 7","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1177/10883576221133484
Natalie C Ridgely, Ashley A Pallathra, C. Raffaele, Caitlin Rothwell, Brendan A. Rich
Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments.
{"title":"Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder","authors":"Natalie C Ridgely, Ashley A Pallathra, C. Raffaele, Caitlin Rothwell, Brendan A. Rich","doi":"10.1177/10883576221133484","DOIUrl":"https://doi.org/10.1177/10883576221133484","url":null,"abstract":"Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1177/10883576221133491
Ayse Torres, Kelly B. Kearney, Angelica Downey, Candice Tedesco
Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students’ self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed.
{"title":"Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study","authors":"Ayse Torres, Kelly B. Kearney, Angelica Downey, Candice Tedesco","doi":"10.1177/10883576221133491","DOIUrl":"https://doi.org/10.1177/10883576221133491","url":null,"abstract":"Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students’ self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"137 - 143"},"PeriodicalIF":2.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44773066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1177/10883576221127971
Holly N. Whittenburg, Yaoying Xu, Colleen A. Thoma, Carol Schall, Whitney Ham
This study investigated the effects of behavioral skills training (BST) with video modeling and in situ training on workplace conversational skills of four transition-age students with autism enrolled in a U.S. community-based internship program. Intervention sessions began with BST, which included direct instruction, video modeling, conversational practice, and feedback on practice performance, and concluded with in situ training, during which participants conversed with coworkers in their internship settings. Data were collected on participants’ accuracy in conversing with coworkers through mock conversations and in situ trials in internship settings. Findings demonstrated a functional relation between the implementation of the intervention package and increases in skill accuracy on in situ trials for all participants. Substantive improvements in participants’ mock conversation scores within training settings were also noted. Findings highlight the importance of in situ training and how video modeling can be incorporated within a BST instructional sequence.
{"title":"Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism","authors":"Holly N. Whittenburg, Yaoying Xu, Colleen A. Thoma, Carol Schall, Whitney Ham","doi":"10.1177/10883576221127971","DOIUrl":"https://doi.org/10.1177/10883576221127971","url":null,"abstract":"This study investigated the effects of behavioral skills training (BST) with video modeling and in situ training on workplace conversational skills of four transition-age students with autism enrolled in a U.S. community-based internship program. Intervention sessions began with BST, which included direct instruction, video modeling, conversational practice, and feedback on practice performance, and concluded with in situ training, during which participants conversed with coworkers in their internship settings. Data were collected on participants’ accuracy in conversing with coworkers through mock conversations and in situ trials in internship settings. Findings demonstrated a functional relation between the implementation of the intervention package and increases in skill accuracy on in situ trials for all participants. Substantive improvements in participants’ mock conversation scores within training settings were also noted. Findings highlight the importance of in situ training and how video modeling can be incorporated within a BST instructional sequence.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"188 - 198"},"PeriodicalIF":2.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45634407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1177/10883576221125485
C. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny
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.
{"title":"Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder","authors":"C. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny","doi":"10.1177/10883576221125485","DOIUrl":"https://doi.org/10.1177/10883576221125485","url":null,"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.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"158 - 167"},"PeriodicalIF":2.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46437190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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