Literaturnachweis - Detailanzeige
| Autor/inn/en | Morin, Kristi L.; Sam, Ann; Tomaszewski, Brianne; Waters, Victoria; Odom, Samuel L. |
|---|---|
| Titel | Knowledge of Evidence-Based Practices and Frequency of Selection among School-Based Professionals of Students with Autism |
| Quelle | (2020), (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Intervention; Online Courses; Learning Modules; Information Dissemination; Evidence Based Practice; Knowledge Level; Occupations; Teachers; Administrators; School Personnel; Allied Health Personnel; Family (Sociological Unit); Students with Disabilities |
| Abstract | Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine if there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism. [This paper will be published in the "Journal of Special Education."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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