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Direct linkFishman, Jessica; Beidas, Rinad; Reisinger, Erica; Mandell, David S. – Journal of School Health, 2018
Background: School-based interventions can result in profound social, behavioral, and academic improvement for students with autism, but teachers rarely implement them. It is important to understand why this occurs and use this information to increase the use of evidence-based practices. Toward this goal, 2 proof-of-construct studies demonstrate…
Descriptors: Intention, Best Practices, Longitudinal Studies, Public School Teachers
