Disseminating Evidence-Based Practices in Secondary Transition

Autor/inn/en	Mustian, April; Mazzotti, Valerie L.; Test, David W.
Titel	Disseminating Evidence-Based Practices in Secondary Transition
Quelle	In: Journal of Positive Behavior Interventions, 15 (2013) 4, S.197-204 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300712459355
Schlagwörter	Disabilities; Evidence; Fidelity; Federal Legislation; Educational Legislation; Information Dissemination; Web Sites; Conferences (Gatherings); Newsletters; Technical Assistance; Reliability; Methods; Transitional Programs; Secondary School Students; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Evidenz; Bundesrecht; Bildungsrecht; Schulgesetz; Informationsverbreitung; Web-Design; Technische Hilfe; Reliabilität; Method; Methode; Sekundarschüler
Abstract	As educators move into a new era of educational reform, it becomes imperative that teachers use evidence-based instructional practices shown to be effective for students with disabilities. One area that plays a role in this process is secondary transition. The National Secondary Transition Technical Assistance Center has identified 63 evidence-based practices for teaching secondary students with disabilities. One critical component in this process is the dissemination and implementation of these practices with high fidelity. Methods for disseminating and implementing these practices with high fidelity are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10