[article]
| Titre : |
Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur |
| Article en page(s) : |
p.150-162 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
preschool age autism spectrum disorders educational evidence-based practices special education personnel preparation |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. |
| En ligne : |
https://dx.doi.org/10.1177/10883576241232898 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 |
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162
[article] Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism [Texte imprimé et/ou numérique] / LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur . - p.150-162. Langues : Anglais ( eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162
| Mots-clés : |
preschool age autism spectrum disorders educational evidence-based practices special education personnel preparation |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. |
| En ligne : |
https://dx.doi.org/10.1177/10883576241232898 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 |
|
Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)
