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Educators' Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis
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Hugh, Maria L.; Pullmann, Michael D.; Joshi, Mahima; Tagavi, Daina M.; Ahlers, Kaitlyn; Hernandez, Alyssa M.; Locke, Jill – Teacher Education and Special Education, 2023
Educators often feel ill-equipped to support autistic students in general education contexts, although research shows that inclusion in these settings can contribute to positive outcomes. Professional development (PD) in evidence-based practices (EBPs) for autistic students can address this need; however, it is essential to understand the…
Descriptors: Teacher Attitudes, Students with Disabilities, Autism Spectrum Disorders, Evidence Based Practice
Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol
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Locke, Jill; Hugh, Maria L.; Pullmann, Michael D.; Cook, Heather; Coifman, Jessica; McRee, Erin; Joshi, Mahima; Lyon, Aaron R.; Schwartz, Ilene – Grantee Submission, 2021
The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Special Education Teachers
It's Messy but Real: A Pilot Study of the Implementation of a Social Engagement Intervention for Children with Autism in Schools
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Locke, Jill; Kang-Yi, Christina; Pellecchia, Melanie; Mandell, David S. – Journal of Research in Special Educational Needs, 2019
Social impairment represents one of the most challenging core deficits of autism spectrum disorder (ASD) and greatly affects children's school experiences; however, few evidence-based social engagement programs have been implemented and sustained in schools. This pilot study examined the implementation and sustainment of a social engagement…
Descriptors: Autism, Interpersonal Competence, Elementary School Students, Pervasive Developmental Disorders