[article] 
inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546

Titre :	Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur
Article en page(s) :	p.3536-3546
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Ireland  School Teachers  Teacher Training  Autism  Research-to-practice  Teacher preparation
Index. décimale :	PER Périodiques
Résumé :	Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05223-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

[article] Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Stephen GALLAGHER, Auteur ; Jennifer MCMAHON, Auteur . - p.3536-3546.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546

Mots-clés :	Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Ireland  School Teachers  Teacher Training  Autism  Research-to-practice  Teacher preparation
Index. décimale :	PER Périodiques
Résumé :	Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05223-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485