| Title: |
Employing Evidence-Based Practices for Children with Autism in Elementary Schools |
| Language: |
English |
| Authors: |
Sam, Ann M. (ORCID 0000-0003-3808-445X); Odom, Samuel L. (ORCID 0000-0003-1745-7915); Tomaszewski, Brianne (ORCID 0000-0003-0074-1442); Perkins, Yolanda; Cox, Ann W. |
| Source: |
Grantee Submission. 2020. |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2020 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A150047; R324A170028 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Autism; Pervasive Developmental Disorders; Children; Evidence Based Practice; Elementary School Students; Program Effectiveness; Educational Objectives; Success; Special Education; Students with Disabilities; Intervention; Teacher Attitudes; Program Implementation; Fidelity; Academic Ability; Social Development; Communication Skills; School Readiness; Faculty Development; Teacher Competencies |
| Assessment and Survey Identifiers: |
Vineland Adaptive Behavior Scales; Social Skills Improvement System Rating Scales |
| DOI: |
10.1007/s10803-020-04706-x |
| Abstract: |
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 quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. [This is the online first version of an article published in "Journal of Autism and Developmental Disorders."] |
| Abstractor: |
As Provided |
| What Works Clearinghouse (WWC) Reviewed: |
Meets Evidence Standards without Reservations |
| WWC Study Page: |
https://ies.ed.gov/ncee/wwc/Study/90313 |
| IES Funded: |
Yes |
| Entry Date: |
2020 |
| Accession Number: |
ED609046 |
| Database: |
ERIC |