A Comparison of Two Curricular Models of Instruction to Increase Teacher Repertoires for Instructing Students with Autism

Autor/in	Dille, Lisa
Titel	A Comparison of Two Curricular Models of Instruction to Increase Teacher Repertoires for Instructing Students with Autism
Quelle	(2009), (269 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-8912-1
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Autism; Teaching Methods; Teacher Competencies; Knowledge Base for Teaching; Social Development; Emotional Development; Behavior Modification; Comparative Analysis; Pretests Posttests; Knowledge Level; Severity (of Disability) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Soziale Entwicklung; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Wissensbasis; Schweregrad
Abstract	This study compared the effectiveness of two curricular models of instruction to increase teacher repertoires for instructing students with autism. Specific focus was on the use of a Blended Model of Instruction in comparison to a Behavioral Model of Instruction in regard to increasing teacher knowledge, teacher self efficacy of use of instructional methods, strategies and supports, teacher self report of use of instructional methods, strategies, and supports, and teacher application of instructional methods, strategies, and supports with students with autism. The Blended Model of Instruction was a combination of both the commonalities and distinctions of behavioral approaches and socio-emotional approaches reviewed. The Behavioral Model of Instruction was specific to commonalities of behavioral approaches. Results indicated that the both the Blended Group and the Behavioral Group did significantly better than the teachers in the Control Group on all four post-test measures: teacher knowledge, teacher self-efficacy, teacher self-report of use, and teacher of application of instructional methods, strategies, and supports to hypothetical cases. On post-test application of instructional methods, strategies, and supports to hypothetical cases, there was a significant difference between the two groups, with the post-test scores for the Blended Group being higher than those for the Behavioral group. There were no significant post-test differences for the severity levels. The findings suggest that when the goal is to specifically increase teaching repertoires for applying instructional methods, strategies, and supports to students with both mild/moderate and severe autism the blending of both behavioral and socio-emotional approaches for teaching students with autism may be more effective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10