Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children / Kate T. CHAZIN in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831 Titre : Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.812-831 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. En ligne : https://doi.org/10.1007/s10803-024-06242-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children [Texte imprimé et/ou numérique] / Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur . - p.812-831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831 Index. décimale : PER Périodiques Résumé : Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. En ligne : https://doi.org/10.1007/s10803-024-06242-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Titre : Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.3-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur . - p.3-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.67-79 Titre : Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Heartley B. HUBER, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur Article en page(s) : p.67-79 Langues : Anglais (eng) Mots-clés : professional development  training needs  training methods  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators in a southern state about professional development related to educating students with ASD. Specifically, we were interested in confidence in implementation of evidence-based practices, interest in accessing training on these topics, perceived benefit of different avenues of professional development, and interest in accessing these avenues. Overall, teachers were not very confident in their ability to implement evidence-based practices and address important issues for students with ASD. Surprisingly, lower confidence was not related to increased interest in training. In addition, teachers and administrators perceived workshops to be a more beneficial and attractive avenue of professional development compared with coaching, despite empirical evidence to the contrary. We offer possible explanations for these findings and share implications for administrators, technical assistance providers, and policy makers who make decisions about professional development opportunities. En ligne : http://dx.doi.org/10.1177/1088357614522290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Heartley B. HUBER, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur ; Zachary WARREN, Auteur . - p.67-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.67-79 Mots-clés : professional development  training needs  training methods  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators in a southern state about professional development related to educating students with ASD. Specifically, we were interested in confidence in implementation of evidence-based practices, interest in accessing training on these topics, perceived benefit of different avenues of professional development, and interest in accessing these avenues. Overall, teachers were not very confident in their ability to implement evidence-based practices and address important issues for students with ASD. Surprisingly, lower confidence was not related to increased interest in training. In addition, teachers and administrators perceived workshops to be a more beneficial and attractive avenue of professional development compared with coaching, despite empirical evidence to the contrary. We offer possible explanations for these findings and share implications for administrators, technical assistance providers, and policy makers who make decisions about professional development opportunities. En ligne : http://dx.doi.org/10.1177/1088357614522290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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