Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Grantee Submission | 1 |
Author
| Coifman, Jessica | 1 |
| Cook, Heather | 1 |
| Hugh, Maria L. | 1 |
| Joshi, Mahima | 1 |
| Locke, Jill | 1 |
| Lyon, Aaron R. | 1 |
| McRee, Erin | 1 |
| Pullmann, Michael D. | 1 |
| Schwartz, Ilene | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Aberrant Behavior Checklist | 1 |
| Social Responsiveness Scale | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkLocke, 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
