| Title: |
Knowledge of Evidence-Based Practices and Frequency of Selection among School-Based Professionals of Students with Autism |
| Language: |
English |
| Authors: |
Morin, Kristi L. (ORCID 0000-0002-3844-2395); Sam, Ann; Tomaszewski, Brianne; Waters, Victoria; Odom, Samuel L. |
| Source: |
Journal of Special Education. Nov 2021 55(3):143-152. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Office of Special Education Programs (ED/OSERS); Institute of Education Sciences (ED) |
| Contract Number: |
H325E170001; R324A150047; R324A170028; R324B160038 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Autism; Pervasive Developmental Disorders; Intervention; Online Courses; Learning Modules; Information Dissemination; Evidence Based Practice; Knowledge Level; Occupations; Teachers; Administrators; School Personnel; Allied Health Personnel; Family (Sociological Unit); Students with Disabilities |
| DOI: |
10.1177/0022466920958688 |
| ISSN: |
0022-4669; 1538-4764 |
| Abstract: |
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. [For the corresponding grantee submission, see ED609034.] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2021 |
| Accession Number: |
EJ1312298 |
| Database: |
ERIC |