[article] 
inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323

Titre :	Employing Evidence-Based Practices for Children with Autism in Elementary Schools
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur
Article en page(s) :	p.2308-2323
Langues :	Anglais (eng)
Mots-clés :	Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation
Index. décimale :	PER Périodiques
Résumé :	The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04706-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323

Mots-clés :	Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation
Index. décimale :	PER Périodiques
Résumé :	The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04706-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452