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

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools / Jennifer HAMRICK in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224 Titre : Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur Article en page(s) : p.213-224 Langues : Anglais (eng) Mots-clés : evidence-based intervention  special education  educators  autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools [Texte imprimé et/ou numérique] / Jennifer HAMRICK, Auteur ; Mari CERDA, Auteur ; Cyndi O’TOOLE, Auteur ; Katherine HAGEN-COLLINS, Auteur . - p.213-224. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.213-224 Mots-clés : evidence-based intervention  special education  educators  autism Index. décimale : PER Périodiques Résumé : Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions. En ligne : http://dx.doi.org/10.1177/1088357621989310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Recommandations pour la mise en oeuvre d’une éducation sexuelle complète pour les élèves avec autisme et autres troubles du développement / Jennifer HAMRICK

Public ISBD in Éducation sexuelle et relations sociales en autisme / Peggy J. SCHAEFER WHITBY Titre : Recommandations pour la mise en oeuvre d’une éducation sexuelle complète pour les élèves avec autisme et autres troubles du développement Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HAMRICK, Auteur ; E. Amanda DIGANGI, Auteur ; Jason C. TRAVERS, Auteur ; Samuel A. DIGANGI, Auteur Année de publication : 2022 Importance : p.327-347 Langues : Français (fre) Index. décimale : AFF-A AFF-A - Affectivité - Sexualité - Adolescent - Adulte Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502 in Éducation sexuelle et relations sociales en autisme / Peggy J. SCHAEFER WHITBY Recommandations pour la mise en oeuvre d’une éducation sexuelle complète pour les élèves avec autisme et autres troubles du développement [Texte imprimé et/ou numérique] / Jennifer HAMRICK, Auteur ; E. Amanda DIGANGI, Auteur ; Jason C. TRAVERS, Auteur ; Samuel A. DIGANGI, Auteur . - 2022 . - p.327-347. Langues : Français (fre) Index. décimale : AFF-A AFF-A - Affectivité - Sexualité - Adolescent - Adulte Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502

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