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Employing Evidence-Based Practices for Children with Autism in Elementary Schools
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Sam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W. – Journal of Autism and Developmental Disorders, 2021
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Evidence Based Practice
Employing Evidence-Based Practices for Children with Autism in Elementary Schools
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Sam, Ann M.; Odom, Samuel L.; Tomaszewski, Brianne; Perkins, Yolanda; Cox, Ann W. – Grantee Submission, 2020
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Evidence Based Practice
Moving beyond Fidelity: Assessing Implementation of a Comprehensive Treatment Program for Adolescents with Autism Spectrum Disorder
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Steinbrenner, Jessica R.; Odom, Samuel L.; Hall, Laura J.; Hume, Kara – Exceptional Children, 2020
Assessing implementation of comprehensive treatment programs is a multifaceted process that should extend beyond measuring solely treatment fidelity. The purpose of this article is to describe and demonstrate a thorough process for assessing implementation and receipt of a comprehensive treatment program for students with autism spectrum disorders…
Descriptors: Adolescents, Autism, Pervasive Developmental Disorders, High School Students
Parents' Voices Regarding Using Interventions for Toddlers with Autism Spectrum Disorder
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Amsbary, Jessica; Able, Harriet; Schertz, Hannah H.; Odom, Samuel L. – Journal of Early Intervention, 2021
Parent-implemented interventions (PIIs) hold promise for young children with autism spectrum disorder (ASD) and their families. Yet, reports of parent and family perceptions regarding PIIs are limited. The present study's purpose was to gain parent perceptions regarding the helpful and challenging intervention components and contextual factors in…
Descriptors: Parent Attitudes, Intervention, Autism, Pervasive Developmental Disorders
Efficacy of a School-Based Comprehensive Intervention Program for Adolescents with Autism
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Hume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M. – Exceptional Children, 2022
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Adolescents
Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS)
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Odom, Samuel L.; Cox, Ann; Sideris, John; Hume, Kara A.; Hedges, Susan; Kucharczyk, Suzanne; Shaw, Evelyn; Boyd, Brian A.; Reszka, Stephanie; Neitzel, Jennifer – Grantee Submission, 2018
The purpose of this study was to examine the psychometric properties of the "Autism Program Environment Rating Scale" ("APERS"), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and…
Descriptors: Autism, Psychometrics, Pervasive Developmental Disorders, Faculty Development
Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS)
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Odom, Samuel L.; Cox, Ann; Sideris, John; Hume, Kara A.; Hedges, Susan; Kucharczyk, Suzanne; Shaw, Evelyn; Boyd, Brian A.; Reszka, Stephanie; Neitzel, Jennifer – Journal of Autism and Developmental Disorders, 2018
The purpose of this study was to examine the psychometric properties of the "Autism Program Environment Rating Scale" ("APERS"), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and…
Descriptors: Autism, Psychometrics, Factor Analysis, Pervasive Developmental Disorders
Evidence-Based Practices for Children, Youth, and Young Adults with Autism
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Steinbrenner, Jessica R.; Hume, Kara; Odom, Samuel L.; Morin, Kristi L.; Nowell, Sallie W.; Tomaszewski, Brianne; Szendrey, Susan; McIntyre, Nancy S.; Yücesoy-Özkan, Serife; Savage, Melissa N. – FPG Child Development Institute, 2020
Autism is currently one of the most prominent and widely discussed human conditions. Its increased prevalence has intensified the demand for effective educational and therapeutic services, and intervention science is providing mounting evidence about practices that positively impact outcomes. The purpose of this report is to describe a set of…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Children
Key Influences on the Initiation and Implementation of Inclusive Preschool Programs.
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Lieber, Joan; Hanson, Marci J.; Beckman, Paula J.; Odom, Samuel L.; Sandall, Susan R.; Schwartz, Ilene S.; Horn, Eva; Wolery, Ruth – Exceptional Children, 2000
Factors that either facilitated or inhibited development of inclusive preschool programs were identified through interviews with 201 direct service and administrative personnel in four U.S. geographical regions. Key personnel were identified as the strongest facilitators of inclusion. Other important influences were provision of training, external…
Descriptors: Administrator Attitudes, Disabilities, Inclusive Schools, Interviews