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A Comparison of General and Special Education Teachers' Attitudes toward Evidence-Based Practices for Students with Autism Spectrum Disorder
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Blaine Garman-McClaine – Psychology in the Schools, 2024
Students identified with autism spectrum disorder (ASD) benefit from the implementation of evidence-based practices (EBPs) in all educational settings, including general education classrooms. Research indicates that EBPs are not consistently implemented across educational placements, nor are they always implemented with fidelity. One contextual…
Descriptors: General Education, Regular and Special Education Relationship, Special Education Teachers, Teacher Attitudes