Literaturnachweis - Detailanzeige
| Autor/inn/en | Suppo, Jennifer L.; Mayton, Michael R. |
|---|---|
| Titel | Expanding Training Opportunities for Parents of Children with Autism |
| Quelle | In: Rural Special Education Quarterly, 33 (2014) 3, S.19-28 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051403300304 |
| Schlagwörter | Parent Education; Quasiexperimental Design; Pretests Posttests; Training; Online Courses; Educational Technology; Technology Uses in Education; Rural Areas; Knowledge Level; Experimental Groups; Control Groups; Parent Attitudes; Autism; Pervasive Developmental Disorders; Visual Stimuli; Statistical Analysis; Pennsylvania |
| Abstract | The purpose of this study was to demonstrate that parents who have children diagnosed with autism can learn and accurately apply knowledge regarding a research-based practice for their children by utilizing a prescribed, self-directed, online program. Using a quasi-experimental, non-equivalent control group, pretest-posttest design, this study assessed (a) parent knowledge of visual supports, (b) creation of an appropriate visual support, and (c) social validity regarding the program. Results demonstrated that parents who receive training using an online program can accurately apply a research-based practice, and participant feedback indicated strong satisfaction with this method of obtaining and applying knowledge. Results suggested that using a self-directed, online program may serve to give families another method of obtaining informational support and training and thereby address some of the need made more urgent by lacking or delayed services for their children with autism. (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 | 2020/1/01 |
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