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Direct linkGabrielle T. Lee; Xiaoyi Hu; Zhuojin Yu; Xiumei Hu; Nicole Luke – Journal of Special Education Technology, 2025
The purpose of this study was to evaluate the feasibility and effectiveness of computer-assisted instruction (CAI) implemented by special education teachers in a school setting in China. Feasibility was evaluated by procedural fidelity of teacher implementation and a social validity questionnaire. Effectiveness was measured by the acquisition of…
Descriptors: Computer Assisted Instruction, Special Education Teachers, Students with Disabilities, Autism Spectrum Disorders
Teba Hamodat; Helen Flanagan; Dorothy Chitty; Isabel M. Smith – Focus on Autism and Other Developmental Disabilities, 2024
The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children's first week of treatment. We explored whether parents of older preschoolers with limited verbal ability…
Descriptors: Foreign Countries, Early Intervention, Preschool Children, Autism Spectrum Disorders
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
Sengupta, Koyeli; Javeri, Aakankshi; Mascarenhas, Cristabelle; Khaparde, Ojaswita; Mahadik, Sanchita – International Journal of Disability, Development and Education, 2023
Very few studies exist on tele-health models of parent-mediated interventions delivered in low resource developing countries. The global COVID-19 pandemic catalysed a pilot of an online delivery of an evidence-based parent-mediated intervention (Project ImPACT) for children with Autism Spectrum Disorder in Mumbai, India. Context and…
Descriptors: COVID-19, Pandemics, Synchronous Communication, Online Courses
Lemire, Colombe; Dionne, Carmen; Rousseau, Michel – Early Child Development and Care, 2022
Despite the recognized effectiveness of naturalistic intervention practices, including activity-based intervention (ABI), challenges remain regarding their implementation. Assessing implementation fidelity can help understand factors that may influence their implementation. This study aims to document the evolution of ABI implementation fidelity…
Descriptors: Intervention, Program Implementation, Fidelity, Child Care Centers
Monique J. M. Nelen; Anita Blonk; Ron H. J. Scholte; Eddie Denessen – Journal of Positive Behavior Interventions, 2020
School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a…
Descriptors: Foreign Countries, Positive Behavior Supports, Behavior Modification, Student Behavior
Cook, Bryan G., Ed.; Tankersley, Melody, Ed.; Landrum, Timothy J., Ed. – Advances in Learning and Behavioral Disabilities, 2013
This volume focuses on evidence-based practices (EBPs), supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and…
Descriptors: Evidence Based Practice, Learning Disabilities, Behavior Disorders, Program Implementation
