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Assessing the Perceived and Actual Use of Evidence-Based Interventions for Children with Autism Spectrum Disorders in General Education Preschool Programs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Assessing the Perceived and Actual Use of Evidence-Based Interventions for Children with Autism Spectrum Disorders in General Education Preschool Programs./
作者:	Reese, Shanna.
面頁冊數:	1 online resource (189 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438157552

Assessing the Perceived and Actual Use of Evidence-Based Interventions for Children with Autism Spectrum Disorders in General Education Preschool Programs.
Reese, Shanna.

Assessing the Perceived and Actual Use of Evidence-Based Interventions for Children with Autism Spectrum Disorders in General Education Preschool Programs. - 1 online resource (189 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2018.

Includes bibliographical references

Autism Spectrum Disorder (ASD) is a developmental delay that is increasing in prevalence among children in the United States. Those being educated in general education classrooms see benefits in various areas. However, there are a number of barriers to effective education, which may be overcome through teacher education and professional development. In this quantitative study, survey and observation methodology was used to assess for pre-school teachers' reported and actual use of evidence-based interventions for behaviors for children with ASD in inclusive pre-school settings. There were 59 participants in the survey phase and 6 participants in the observational phase. The study examined relationships between rate of intervention use and hours of professional development training and specific education on the included interventions. Data analysis provided information about intervention usage as well as revealed significant correlations between demographics and intervention use. Results are discussed and directions for future research are presented.

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

Mode of access: World Wide Web

ISBN: 9780438157552Subjects--Topical Terms:

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

554714
Electronic books.

Assessing the Perceived and Actual Use of Evidence-Based Interventions for Children with Autism Spectrum Disorders in General Education Preschool Programs.
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504 $a Includes bibliographical references
520 $a Autism Spectrum Disorder (ASD) is a developmental delay that is increasing in prevalence among children in the United States. Those being educated in general education classrooms see benefits in various areas. However, there are a number of barriers to effective education, which may be overcome through teacher education and professional development. In this quantitative study, survey and observation methodology was used to assess for pre-school teachers' reported and actual use of evidence-based interventions for behaviors for children with ASD in inclusive pre-school settings. There were 59 participants in the survey phase and 6 participants in the observational phase. The study examined relationships between rate of intervention use and hours of professional development training and specific education on the included interventions. Data analysis provided information about intervention usage as well as revealed significant correlations between demographics and intervention use. Results are discussed and directions for future research are presented.
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