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Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? / Samantha E. GOLDMAN in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
[article]
Titre : Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? Type de document : Texte imprimé et/ou numérique Auteurs : Samantha E. GOLDMAN, Auteur ; Allison F. GILMOUR, Auteur Article en page(s) : p.550-563 Langues : Anglais (eng) Mots-clés : Academic outcomes Autism spectrum disorders Teacher certification Teacher preparation Index. décimale : PER Périodiques Résumé : Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04561-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563[article] Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes? [Texte imprimé et/ou numérique] / Samantha E. GOLDMAN, Auteur ; Allison F. GILMOUR, Auteur . - p.550-563.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.550-563
Mots-clés : Academic outcomes Autism spectrum disorders Teacher certification Teacher preparation Index. décimale : PER Périodiques Résumé : Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4-8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04561-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
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
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3536-3546[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 Bamboo shoots after the rain: Development and challenges of autism intervention in China / Helen MCCABE in Autism, 17-5 (September 2013)
[article]
Titre : Bamboo shoots after the rain: Development and challenges of autism intervention in China Type de document : Texte imprimé et/ou numérique Auteurs : Helen MCCABE, Auteur Article en page(s) : p.510-526 Langues : Anglais (eng) Mots-clés : autism China intervention teacher preparation teacher training Index. décimale : PER Périodiques Résumé : The purpose of this study was to gain an in-depth understanding of autism intervention in China, including history, progress, and current challenges. This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide ‘more’; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China. En ligne : http://dx.doi.org/10.1177/1362361312436849 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism > 17-5 (September 2013) . - p.510-526[article] Bamboo shoots after the rain: Development and challenges of autism intervention in China [Texte imprimé et/ou numérique] / Helen MCCABE, Auteur . - p.510-526.
Langues : Anglais (eng)
in Autism > 17-5 (September 2013) . - p.510-526
Mots-clés : autism China intervention teacher preparation teacher training Index. décimale : PER Périodiques Résumé : The purpose of this study was to gain an in-depth understanding of autism intervention in China, including history, progress, and current challenges. This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide ‘more’; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China. En ligne : http://dx.doi.org/10.1177/1362361312436849 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211