Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Behavioral Disorders | 1 |
| Education and Training in… | 1 |
| Journal of Occupational… | 1 |
| National Professional… | 1 |
Author
| Brown, Elena V. Donoso | 1 |
| Christy, Danielle | 1 |
| Dunlap, Kristin Diane | 1 |
| Ennis, Robin Parks | 1 |
| Gammer, Katherine | 1 |
| Lane, Kathleen Lynne | 1 |
| Morin, K. L. | 1 |
| Oliver-Kerrigan, Kelsey A. | 1 |
| Royer, David James | 1 |
| Stahmer, Aubyn C. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 4 |
| Preschool Education | 4 |
| Elementary Secondary Education | 2 |
| Elementary Education | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkGammer, Katherine; Brown, Elena V. Donoso – Journal of Occupational Therapy, Schools & Early Intervention, 2023
Evidence-based strategies for play, such as the application of systematic prompting techniques, require education and collaboration between occupational therapists and classroom educators to support implementation and carryover. Educating teachers and paraprofessionals regarding systematic prompting strategies to increase play within the classroom…
Descriptors: Play, Preschool Children, Intellectual Disability, Developmental Disabilities
Ennis, Robin Parks; Royer, David James; Lane, Kathleen Lynne; Dunlap, Kristin Diane – Behavioral Disorders, 2020
In this systematic literature review, we examined the effects of coaching (e.g., written, emailed, visual, video, and self-monitored performance feedback; in vivo bug-in-ear prompting; combinations) teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be…
Descriptors: Coaching (Performance), Positive Reinforcement, Student Behavior, Evidence Based Practice
Oliver-Kerrigan, Kelsey A.; Christy, Danielle; Stahmer, Aubyn C. – Education and Training in Autism and Developmental Disabilities, 2021
As the number of students with autism included in general education (GE) increases, researchers highlight the impact of attitudes, knowledge, and experiences of GE teachers on successful inclusion. One way to support teachers is to link evidence-based autism practices to existing training initiatives. Universal Design for Learning (UDL) is an…
Descriptors: Autism, Pervasive Developmental Disorders, General Education, Inclusion
Download full textMorin, K. L. – National Professional Development Center on Autism Spectrum Disorders, 2018
This evidence-based practice overview on Extinction (EXT) includes the following components: (1) Overview: A quick summary of salient features of the practice, including what it is, who it can be used with, what skills it has been used with, and settings for instruction; (2) Evidence-base: The "EXT Evidence-base" details the NPDC…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Behavior Modification
