Elementary Teachers' Use of Evidence-Based Practices for Students with Autism Spectrum Disorder in New Jersey: A Qualitative Case Study

Autor/in	Etienne, Emajonite
Titel	Elementary Teachers' Use of Evidence-Based Practices for Students with Autism Spectrum Disorder in New Jersey: A Qualitative Case Study
Quelle	(2023), (145 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-1061-3
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Evidence Based Practice; Teaching Methods; Autism Spectrum Disorders; Students with Disabilities; Teacher Attitudes; Instructional Effectiveness; Academic Achievement; Regular and Special Education Relationship; Teaching Experience; Barriers; Decision Making; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Unterrichtserfolg; Schulleistung; Decision-making; Entscheidungsfindung
Abstract	Education has changed over the past 20 years to accommodate students with autism spectrum disorder (ASD) in inclusive classrooms. The problem addressed by this study was that elementary school teachers of students with autism spectrum disorder (ASD) often struggle to know which evidence-based practices (EBPs) to utilize to effectively educate these students. The purpose of this qualitative multiple-case study was to understand the perceptions of teachers on the usefulness of EBPs for teaching students with ASD and how teachers described their decisions to utilize and implement EBPs to increase academic achievement in an elementary public school in northern New Jersey. This study was guided by the transtheoretical model of organizational change (TTM), a five-stage theoretical framework that describes the process of implementing organizational change for an individual's behavior. This qualitative multiple case study was conducted in the state of New Jersey with a sample size of eight teachers: four general education teachers and four special education teachers who had experience teaching students with ASD. Data were collected using semi-structured interviews. Thematic analysis was used to identify five emergent themes: (1) experiences with teaching students with ASD, (2) the use of EBPs for students with ASD and their effectiveness, (3) challenges of teaching students with ASD, (4) training needs, and (5) decision-making for EBPS. Findings from the study suggested the need for expanding EBP trainings for teachers so that they are more open to using a broader variety of approaches for students with ASD. Recommendations for practice included creating classroom supports and having resources available to teachers so they can choose the best teaching methods for students with ASD. [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	2024/1/01