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Jordan M. Lukins; Harriet Able; Kara Hume – Focus on Autism and Other Developmental Disabilities, 2023
Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators.…
Descriptors: Evidence Based Practice, Autism Spectrum Disorders, Beginning Teachers, Knowledge Level
Hugh, Maria L.; Ahlers, Kaitlyn; Joshi, Mahima; Locke, Jill – Grantee Submission, 2021
Purpose of Review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school. Recent Findings: Overall, the recent literature demonstrated that there are EBPs that help students…
Descriptors: Intervention, Preschool Education, Elementary Secondary Education, Autism Spectrum Disorders
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Max, Chana; Lambright, Nicole – International Journal of Developmental Disabilities, 2022
The Federal government mandates the use of evidence-based practice for interventions with students. Applied Behavior Analysis (ABA) is one of these evidence-based practices, but despite this, many school systems do not implement ABA as described in the literature, which leads to loss of fidelity and integrity with implementation, and often results…
Descriptors: Applied Behavior Analysis, Certification, Specialists, Evidence Based Practice
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Hui-Ting Wang; Pei-Jung Chen; Fang-Yu Lin; Ming-Chung Chen; Shin-Tzu Hu – Education and Training in Autism and Developmental Disabilities, 2024
Effective professional development is critical for improving implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identifies six essential components of training…
Descriptors: Faculty Development, Special Education Teachers, Evidence Based Practice, Program Effectiveness
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Webster, Amanda; Roberts, Jacqueline – International Journal of Inclusive Education, 2022
The rising number of students in schools identified as being on the autism spectrum has placed pressure on school leaders and staff to gain knowledge and take on new practice. A school-wide autism competency (SAC) approach utilises the research on elements of effective practice to build the capacity of school leaders and staff to create inclusive…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Inclusion, Leadership Qualities
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Mowell, Megan; Richter, Lauren; Jewell, Vanessa D. – Journal of Occupational Therapy, Schools & Early Intervention, 2023
Occupational therapy practitioners provide sensory-based interventions to support children as they learn academically, develop self-regulation skills, and participate in play and activities of daily living skills alongside their peers. These interventions are used both for children who have a specific sensory-related diagnosis as well as children…
Descriptors: Occupational Therapy, Allied Health Personnel, Sensory Training, Intervention