Administrator views and knowledge of instructional practices for students with autism spectrum disorders / Barbara L. PAZEY in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1253-1268 Titre : Administrator views and knowledge of instructional practices for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barbara L. PAZEY, Auteur ; Cindy GEVARTER, Auteur ; Jennifer HAMRICK, Auteur ; Laura ROJESKI, Auteur Article en page(s) : p.1253-1268 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Administrator knowledge and attitudes  ASD interventions  Instructional strategies Index. décimale : PER Périodiques Résumé : This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Administrator views and knowledge of instructional practices for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Barbara L. PAZEY, Auteur ; Cindy GEVARTER, Auteur ; Jennifer HAMRICK, Auteur ; Laura ROJESKI, Auteur . - p.1253-1268. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1253-1268 Mots-clés : Autism spectrum disorders  Administrator knowledge and attitudes  ASD interventions  Instructional strategies Index. décimale : PER Périodiques Résumé : This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

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