Online Tools to Support the Delivery of Evidence-Based Practices for Students with ASD

Autor/inn/en	Sam, Ann M.; Kucharczyk, Suzanne; Waters, Victoria
Titel	Online Tools to Support the Delivery of Evidence-Based Practices for Students with ASD
Quelle	In: TEACHING Exceptional Children, 50 (2018) 3, S.141-152 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917745654
Schlagwörter	Autism; Pervasive Developmental Disorders; Educational Technology; Technology Uses in Education; Learning Modules; Special Education; Evidence Based Practice; Self Evaluation (Individuals); Goal Orientation; Independent Study; Elementary Secondary Education; Early Childhood Education + Suchen Sie Ihr Suchwort? Autismus; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning module; Lernmodul; Special needs education; Sonderpädagogik; Sonderschulwesen; Zielorientierung; Zielvorstellung; Selbststudium; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Educators continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with autism spectrum disorder (ASD) may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing academic needs. The emergence of online learning modules can provide the support that teachers, who work in a variety of settings, need to implement evidence-based practices (EBPs). Online tools that support the implementation of EBPs for students with ASD, and a step-by-step process for using these tools, are provided. (ERIC).
Anmerkungen	SAGE Publications. 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