A Preliminary Evaluation of a Statewide Professional Development Program on Autism Spectrum Disorders

Autor/inn/en	Maddox, Laura L.; Marvin, Christine A.
Titel	A Preliminary Evaluation of a Statewide Professional Development Program on Autism Spectrum Disorders
Quelle	In: Teacher Education and Special Education, 36 (2013) 1, S.37-50 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406412463827
Schlagwörter	Autism; Trainees; Technical Assistance; Educational Practices; Professional Development; Pervasive Developmental Disorders; Statewide Planning; Program Evaluation; State Programs; Pretests Posttests; Knowledge Base for Teaching; Self Efficacy; Best Practices; Mentors; Portfolio Assessment; Program Effectiveness; Improvement Programs; Teacher Improvement; Skill Development; Teaching Skills + Suchen Sie Ihr Suchwort? Autismus; Auszubildender; Weibliche Auszubildende; Technische Hilfe; Bildungspraxis; Planwirtschaft; Programme evaluation; Programmevaluation; Regierungsprogramm; Teaching theory; Theory of teaching; Unterrichtstheorie; Self-efficacy; Selbstwirksamkeit; Portfoliobeurteilung; Effizienzsteigerung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report provides data from an evaluation study of a professional development effort conducted by a state-sponsored autism spectrum disorders network. Results documented the positive impact of an 18-month, mentored professional development experience for school-based professionals throughout the state. Surveys of trainees' knowledge before and after training indicated shifts in their confidence, from basic knowledge of ASD characteristics and practices to confidence in their ability to implement ASD-related practices. In addition, mentors documented increased use of ASD practices in trainees' classrooms using a checklist of ASD evidence-based practices. (Contains 3 tables.) (As Provided).
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	2017/4/10