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Knowledge of Evidence-Based Practices and Frequency of Selection among School-Based Professionals of Students with Autism

Authors :
Morin, Kristi L.
Sam, Ann
Tomaszewski, Brianne
Waters, Victoria
Odom, Samuel L.
Source :
Journal of Special Education. Nov 2021 55(3):143-152.
Publication Year :
2021

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.]

Details

Language :
English
ISSN :
0022-4669 and 1538-4764
Volume :
55
Issue :
3
Database :
ERIC
Journal :
Journal of Special Education
Publication Type :
Academic Journal
Accession number :
EJ1312298
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1177/0022466920958688