Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

被引：17

作者：

Morin, Kristi L. ^{[1
]}

Sam, Ann ^{[2
]}

Tomaszewski, Brianne ^{[2
]}

Waters, Victoria ^{[2
]}

Odom, Samuel L. ^{[2
]}

机构：

[1] Lehigh Univ, Bethlehem, PA 18015 USA

[2] Univ N Carolina, Chapel Hill, NC USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2021年 / 55卷 / 03期

关键词：

online learning modules; school-based professionals; evidence-based practices; SPECTRUM; RESPONSIBILITIES; INTERVENTIONS; CHILDREN; ROLES; YOUTH;

D O I：

10.1177/0022466920958688

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

引用

页码：143 / 152

页数：10

共 50 条

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