Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol

Autor/inn/en	Locke, Jill; Hugh, Maria L.; Pullmann, Michael D.; Cook, Heather; Coifman, Jessica; McRee, Erin; Joshi, Mahima; Lyon, Aaron R.; Schwartz, Ilene
Titel	Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol
Quelle	108 (2021), Artikel 101779 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Locke, Jill) ORCID (Hugh, Maria L.) ORCID (Pullmann, Michael D.) ORCID (Coifman, Jessica) ORCID (Joshi, Mahima) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
Schlagwörter	Autism; Pervasive Developmental Disorders; Evidence Based Practice; Special Education Teachers; Paraprofessional School Personnel; Teaching Methods; Regular and Special Education Relationship; Inclusion; Attitudes; Student Needs; Educational Practices; Self Efficacy; Intention; Program Implementation; Behavior Problems; Interpersonal Competence; Predictor Variables; Elementary School Students; Social Responsiveness Scale; Aberrant Behavior Checklist + Suchen Sie Ihr Suchwort? Autismus; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Attitude; Einstellung; Verhalten; Bildungspraxis; Self-efficacy; Selbstwirksamkeit; Interpersonale Kompetenz; Prädiktor
Abstract	The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the malleable individual and organizational factors that promote teachers' and paraeducators' use of EBPs to meaningfully include and retain children with autism in general education settings and how this use relates to children's outcomes. These data will support the identification of targeted implementation strategies for successful EBP use. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01