NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20242
Since 2021 (last 5 years)5
Since 2016 (last 10 years)5
Since 2006 (last 20 years)5
Descriptor
Autism Spectrum Disorders5
Faculty Development5
Program Implementation5
Students with Disabilities4
Evidence Based Practice3
Fidelity3
Program Effectiveness3
Coaching (Performance)2
Modeling (Psychology)2
Special Education2
Special Education Teachers2
Video Technology2
Access to Education1
Administrator Attitudes1
Art Education1
Art Teachers1
Barriers1
Behavior Modification1
COVID-191
Communication Skills1
Developmental Disabilities1
Elementary Education1
Elementary Secondary Education1
Feedback (Response)1
Inservice Teacher Education1
More ▼
Source
Education and Training in…1
Exceptionality1
Focus on Autism and Other…1
Journal of Museum Education1
Journal of the American…1
Author
Hayden, Kera E.2
Layden, Selena J.2
Allison Nahmias1
Aubyn C. Stahmer1
Christina Layton1
Fang-Yu Lin1
Hailey Silver1
Horn, Annemarie L.1
Hui-Ting Wang1
Janice Chan1
Jessica Suhrheinrich1
Lorio-Barsten, Daria1
Megan Sardis1
Melanie Adsit1
Michelle Gorenstein-Holtzman1
Ming-Chung Chen1
Paige M. Siper1
Pei-Jung Chen1
Sarah R. Rieth1
Sarah Vejnoska1
Scott Roesch1
Scott, LaRon A.1
Shin-Tzu Hu1
Tiffany Wang1
More ▼
Publication Type
Journal Articles5
Reports - Research5
Information Analyses1
Tests/Questionnaires1
Education Level
Early Childhood Education1
Elementary Education1
Elementary Secondary Education1
Preschool Education1
Audience
Location
California1
Laws, Policies, & Programs
Assessments and Surveys
Autism Diagnostic Observation…1
Mullen Scales of Early…1
Vineland Adaptive Behavior…1
What Works Clearinghouse Rating
Showing all 5 results Save | Export
Guggenheim for All: Virtual Arts Programming for Autistic Students and the Efficacy of a Manualized Training for Arts Educators
Peer reviewed Peer reviewed
Direct linkDirect link
Christina Layton; Melanie Adsit; Hailey Silver; Megan Sardis; Michelle Gorenstein-Holtzman; Paige M. Siper – Journal of Museum Education, 2024
This study examined the efficacy of a novel manualized educator training as part of the Guggenheim Museum's Guggenheim for All (GFA) program to increase access to high-quality arts programming for neurodiverse individuals. Ten arts educators and 37 parents of autistic children aged 2-17 were recruited to participate in this study. Results…
Descriptors: Access to Education, Autism Spectrum Disorders, Online Courses, Art Teachers
Perceptions of 10 Special Education Administrators on Professional Development for Educators Working with Students with ASD
Peer reviewed Peer reviewed
Direct linkDirect link
Layden, Selena J.; Lorio-Barsten, Daria; Scott, LaRon A.; Hayden, Kera E. – Exceptionality, 2023
Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and…
Descriptors: Administrator Attitudes, Special Education, Faculty Development, Special Education Teachers
A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students with Autism
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Aubyn C. Stahmer; Jessica Suhrheinrich; Sarah R. Rieth; Scott Roesch; Sarah Vejnoska; Janice Chan; Allison Nahmias; Tiffany Wang – Focus on Autism and Other Developmental Disabilities, 2023
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intervention, Behavior Modification
Using Video Self-Monitoring to Improve Teacher Implementation of Evidence-Based Practices for Students with Autism Spectrum Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
Layden, Selena J.; Horn, Annemarie L.; Hayden, Kera E. – Journal of the American Academy of Special Education Professionals, 2022
Video self-monitoring, a form of self-coaching, is a method of professional development for teachers. Reinforcement is an evidence-based practice for students with autism spectrum disorder (ASD), and it is applicable in a variety of educational settings. Using a multiple baseline across participants design, we evaluated the effects of video…
Descriptors: Video Technology, Modeling (Psychology), Faculty Development, Autism Spectrum Disorders
Systematic Review of Effects and Key Components of In-Service Special Education Teacher Training in Evidence-Based Practices for Students with Autism and Developmental Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
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