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Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals / Linda PETERSSON BLOOM in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
[article]
Titre : Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Linda PETERSSON BLOOM, Auteur Article en page(s) : p.950-960 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Inclusive education Preschool Professional development Index. décimale : PER Périodiques Résumé : The current study describes the design, implementation, and analysis of a professional development programme using a Lesson Study model to enhance awareness in preschool professionals regarding inclusive education for children with autism spectrum disorder. The mixed method approach included pre- and post-intervention questionnaires, audio-recordings of group seminars, and an interview. The results indicated an increase in autism awareness among the professionals, suggesting that professionals changed their practice as a result of the programme. This was particularly clear regarding making adjustments to the learning environment and taking measures to prevent challenging situations. In addition to describing the implementation of a professional development programme in a preschool, this paper emphasises the importance of appropriate conditions for such initiatives. En ligne : http://dx.doi.org/10.1007/s10803-020-04562-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.950-960[article] Professional Development for Enhancing Autism Spectrum Disorder Awareness in Preschool Professionals [Texte imprimé et/ou numérique] / Linda PETERSSON BLOOM, Auteur . - p.950-960.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.950-960
Mots-clés : Autism spectrum disorder Inclusive education Preschool Professional development Index. décimale : PER Périodiques Résumé : The current study describes the design, implementation, and analysis of a professional development programme using a Lesson Study model to enhance awareness in preschool professionals regarding inclusive education for children with autism spectrum disorder. The mixed method approach included pre- and post-intervention questionnaires, audio-recordings of group seminars, and an interview. The results indicated an increase in autism awareness among the professionals, suggesting that professionals changed their practice as a result of the programme. This was particularly clear regarding making adjustments to the learning environment and taking measures to prevent challenging situations. In addition to describing the implementation of a professional development programme in a preschool, this paper emphasises the importance of appropriate conditions for such initiatives. En ligne : http://dx.doi.org/10.1007/s10803-020-04562-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 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)
[article]
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
in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.67-79[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 Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network / Jessica SUHRHEINRICH in Autism, 26-3 (April 2022)
[article]
Titre : Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network Type de document : Texte imprimé et/ou numérique Auteurs : Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana C. HOLT, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.727-736 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy California Evidence-Based Practice Humans Information Services education services implementation science professional development scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.727-736[article] Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network [Texte imprimé et/ou numérique] / Jessica SUHRHEINRICH, Auteur ; Allison S. NAHMIAS, Auteur ; Yue YU, Auteur ; Melina MELGAREJO, Auteur ; Patricia SCHETTER, Auteur ; Tana C. HOLT, Auteur ; Aubyn C. STAHMER, Auteur . - p.727-736.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.727-736
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/therapy California Evidence-Based Practice Humans Information Services education services implementation science professional development scale up Index. décimale : PER Périodiques Résumé : Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. En ligne : https://dx.doi.org/10.1177/13623613211068224 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.3734-3739 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739[article] Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.3734-3739.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Examining the highs and lows of teacher self-efficacy for special class teachers working with learners with Autism/Autism Spectrum Disorder / Amy RYAN in Research in Autism Spectrum Disorders, 94 (June 2022)
[article]
Titre : Examining the highs and lows of teacher self-efficacy for special class teachers working with learners with Autism/Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amy RYAN, Auteur ; Elizabeth S. MATHEWS, Auteur Article en page(s) : 101952 Langues : Anglais (eng) Mots-clés : Autism Teacher self-efficacy ASSET Inclusion Special education Professional development Index. décimale : PER Périodiques Résumé : Background According to data provided by the National Council for Special Education (NCSE), between 2020 and 2021, there was a 15% increase in the number of special classes specifically for learners with Autism/Autism Spectrum Disorder (A/ASD) attached to mainstream schools in the Republic of Ireland. Given the considerable growth in A/ASD classes in schools, examining the Teacher Self-Efficacy (TSE) of teachers working there enables us to identify strengths and areas for professional development (PD). Method This paper reports the findings from an Irish study into Teacher Self-Efficacy (TSE) of teachers working in special classes for learners with A/ASD. The study involved a large sample (n = 139) of teachers responding to an online questionnaire. The questionnaire included the Autism Self-Efficacy Scale for Teachers (ASSET). Results Analysis of the completed questionnaires reveals that the areas teachers feel least confident in are their abilities to train peer models, to teach play skills, and to translate assessment information into teaching objectives to the students. They felt most confident in their ability to use visual supports to foster student independence, to describe their student?s characteristics that relate to A/ASD, and to communicate and work effectively with parents or caregivers. Conclusions The findings of this study present implications for professional development for teachers of learners with A/ASD, namely that upskilling is needed in training peer models, play skills, and translating assessment information into teaching objectives. The results also add further evidence to the use of the ASSET as a reliable measure of assessing the Teacher Self-Efficacy for teaching students with A/ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.101952 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101952[article] Examining the highs and lows of teacher self-efficacy for special class teachers working with learners with Autism/Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Amy RYAN, Auteur ; Elizabeth S. MATHEWS, Auteur . - 101952.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101952
Mots-clés : Autism Teacher self-efficacy ASSET Inclusion Special education Professional development Index. décimale : PER Périodiques Résumé : Background According to data provided by the National Council for Special Education (NCSE), between 2020 and 2021, there was a 15% increase in the number of special classes specifically for learners with Autism/Autism Spectrum Disorder (A/ASD) attached to mainstream schools in the Republic of Ireland. Given the considerable growth in A/ASD classes in schools, examining the Teacher Self-Efficacy (TSE) of teachers working there enables us to identify strengths and areas for professional development (PD). Method This paper reports the findings from an Irish study into Teacher Self-Efficacy (TSE) of teachers working in special classes for learners with A/ASD. The study involved a large sample (n = 139) of teachers responding to an online questionnaire. The questionnaire included the Autism Self-Efficacy Scale for Teachers (ASSET). Results Analysis of the completed questionnaires reveals that the areas teachers feel least confident in are their abilities to train peer models, to teach play skills, and to translate assessment information into teaching objectives to the students. They felt most confident in their ability to use visual supports to foster student independence, to describe their student?s characteristics that relate to A/ASD, and to communicate and work effectively with parents or caregivers. Conclusions The findings of this study present implications for professional development for teachers of learners with A/ASD, namely that upskilling is needed in training peer models, play skills, and translating assessment information into teaching objectives. The results also add further evidence to the use of the ASSET as a reliable measure of assessing the Teacher Self-Efficacy for teaching students with A/ASD. En ligne : https://doi.org/10.1016/j.rasd.2022.101952 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
PermalinkExperiences of diagnosing autism spectrum disorder: A survey of professionals in the United Kingdom / Claire L ROGERS in Autism, 20-7 (October 2016)
PermalinkFeasibility of utilizing autism navigator(R) for primary care in South Africa / Nola J. CHAMBERS in Autism Research, 11-11 (November 2018)
PermalinkMental health Project ECHO Autism: Increasing access to community mental health services for autistic individuals / N. G. DREILING in Autism, 26-2 (February 2022)
PermalinkSupporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)
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