Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 4 |
| Since 2016 (last 10 years) | 9 |
| Since 2006 (last 20 years) | 9 |
Descriptor
| Evidence Based Practice | 9 |
| Fidelity | 9 |
| Skill Development | 9 |
| Program Implementation | 4 |
| Teaching Methods | 4 |
| Autism | 3 |
| Intervention | 3 |
| Pervasive Developmental… | 3 |
| Early Childhood Education | 2 |
| Educational Innovation | 2 |
| Foreign Countries | 2 |
| More ▼ | |
Source
Author
| Alyssa Hernandez | 1 |
| Antosh, A. Anthony | 1 |
| Arciuli, Joanne | 1 |
| Azad, Gazi | 1 |
| Bailey, Benjamin | 1 |
| Besler, Fatma | 1 |
| Bravo, Alice | 1 |
| Broder-Fingert, Sarabeth | 1 |
| Budin, Shannon | 1 |
| Burke, Kathryn M. | 1 |
| Cara Dillon | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 4 |
| Reports - Descriptive | 2 |
| Dissertations/Theses -… | 1 |
| Guides - Classroom - Learner | 1 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 3 |
| Postsecondary Education | 3 |
| Early Childhood Education | 2 |
| Adult Education | 1 |
| Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Goal Attainment Scale | 1 |
| Peabody Picture Vocabulary… | 1 |
| Vineland Adaptive Behavior… | 1 |
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJordan Albright; Alyssa Hernandez; Zinnia Piotrowski; Jacqueline Russo; Diana Cooney; Michelle Nutini; Nicole Sabatino; Donna Dodd; David Mandell; Julie Worley – Journal of Educational and Psychological Consultation, 2024
In 2008 a community-academic partnership was formed between the School District of Philadelphia and our university-based team, Philadelphia Autism Instructional Methods Support. Through this partnership, we conducted a large-scale randomized trial of autism interventions in public schools, which indicated concerns related to implementation…
Descriptors: Partnerships in Education, College School Cooperation, School Districts, Autism Spectrum Disorders
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
Download full textState Implementation and Scaling-up of Evidence-based Practices Center, 2020
This guide provides learning resources on the Active Implementation Hub for the Active Implementation Frameworks' concepts, practices, tools, and necessary skills. These skills and abilities are essential to implementation capacity development and systems change for successful scaling of effective innovations. This guide begins with an overview of…
Descriptors: Skill Development, Program Implementation, Teamwork, Improvement
Oncul, Nuray – European Journal of Special Needs Education, 2022
The purpose of this study was to examine pre-service teachers' treatment integrity (TI) in the use of constant time delay (CTD) and simultaneous prompting (SP) while teaching discrete and chained behaviours. A descriptive research design was used. A total of 28 pre-service special education teachers (16 females and 12 males), whose ages ranged…
Descriptors: Preservice Teachers, Special Education Teachers, Prompting, Delay of Gratification
Cara Dillon – ProQuest LLC, 2021
Early literacy skills are key indicators of later reading success. Without the development of these prerequisite skills during early childhood, children are at risk for reading difficulties in elementary grades and beyond. By third grade, the gap between expected reading performance and actual reading proficiency is extensive and remains into…
Descriptors: Intervention, Fidelity, Emergent Literacy, Skill Development
Shogren, Karrie A.; Burke, Kathryn M.; Antosh, A. Anthony; Wehmeyer, Michael L.; LaPlante, Terri; Shaw, Leslie A.; Raley, Sheida – Grantee Submission, 2018
The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally-relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with…
Descriptors: Self Determination, Teaching Methods, Goal Orientation, Adolescents
Scheeler, Mary Catherine; Budin, Shannon; Markelz, Andy – Learning Disabilities: A Contemporary Journal, 2016
It is paramount that teacher preparation programs continually strive toward the mission of preparing effective special educators. Through coursework and fieldwork, graduates must be well-informed professionals capable of improving student outcomes by understanding, selecting, and engaging in evidence-based practice (EBP). Evidence suggesting…
Descriptors: Teacher Education Programs, Evidence Based Practice, Special Education Teachers, Teacher Competencies
Besler, Fatma; Kurt, Onur – Educational Sciences: Theory and Practice, 2016
Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…
Descriptors: Autism, Modeling (Psychology), Video Technology, Evidence Based Practice
Bailey, Benjamin; Arciuli, Joanne; Stancliffe, Roger J. – Scientific Studies of Reading, 2017
This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5-11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Spelling Instruction
