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Early Childhood Educators' Perspecti...

ProQuest Information and Learning Co.

Early Childhood Educators' Perspectives on Autism and Evidenced-Based Practices.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Early Childhood Educators' Perspectives on Autism and Evidenced-Based Practices./
Author:	Grattan, Amy S.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355469554

Early Childhood Educators' Perspectives on Autism and Evidenced-Based Practices.
Grattan, Amy S.

Early Childhood Educators' Perspectives on Autism and Evidenced-Based Practices. - 1 online resource (144 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The role of early childhood educators (ECE) is changing as a result of increasing numbers of young children with autism participating in natural preschool classrooms. To understand what ECE know about autism and the evidence-based practices (EBP) that support children with autism to make progress in learning and development, 125 preschool teachers work in community, State Funded and Head Start preschool classrooms were surveyed using the researcher created tool the Perspectives of Early Childhood Educators on Autism (PECE-ASD) Scale. Results showed that ECE had basic knowledge of autism related to observable behaviors of autism; however, limited general knowledge of autism. Participants reported having knowledge of EBP they perceived as aligned to developmentally appropriate practice and a limited understanding of behavior-based interventions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355469554Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Early Childhood Educators' Perspectives on Autism and Evidenced-Based Practices.
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100 1 $a Grattan, Amy S. $3 1181510
245 1 0 $a Early Childhood Educators' Perspectives on Autism and Evidenced-Based Practices.
264 0 $c 2017
300 $a 1 online resource (144 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Paul LaCava.
502 $a Thesis (Ph.D.) $c University of Rhode Island $d 2017.
504 $a Includes bibliographical references
520 $a The role of early childhood educators (ECE) is changing as a result of increasing numbers of young children with autism participating in natural preschool classrooms. To understand what ECE know about autism and the evidence-based practices (EBP) that support children with autism to make progress in learning and development, 125 preschool teachers work in community, State Funded and Head Start preschool classrooms were surveyed using the researcher created tool the Perspectives of Early Childhood Educators on Autism (PECE-ASD) Scale. Results showed that ECE had basic knowledge of autism related to observable behaviors of autism; however, limited general knowledge of autism. Participants reported having knowledge of EBP they perceived as aligned to developmentally appropriate practice and a limited understanding of behavior-based interventions.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Rhode Island. $b Education. $3 1181511
773 0 $t Dissertation Abstracts International $g 79-05A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10636645 $z click for full text (PQDT)

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