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Download full textLennox, Maria; Garvis, Susanne; Westerveld, Marleen – Australian Journal of Teacher Education, 2017
This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…
Descriptors: Speech Language Pathology, Self Efficacy, Oral Language, Emergent Literacy
Direct linkWilson, Kaitlyn P.; Landa, Rebecca J. – Grantee Submission, 2019
There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may…
Descriptors: Preschool Children, Evidence Based Practice, Autism, Pervasive Developmental Disorders
Brock, Matthew E.; Carter, Erik W. – Remedial and Special Education, 2017
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis…
Descriptors: Meta Analysis, Disabilities, Intervention, Paraprofessional School Personnel
