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Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools

Currently there is extensive literature on evidence-based practices (EBP) for students with autism spectrum disorder (ASD). However, there is limited research on whether or not these practices are implemented in the classroom by teachers serving students with ASD. Special education teachers are responsible for the learning outcomes of students across a range of ages and disabilities. This study investigated teachers' self-reported use of EBP and what factors influence implementation. Participants included 129 special education teachers in Texas public schools. Data utilizing descriptive statistics and logistic regression was conducted to determine what factors (i.e., education, employment, teaching experience and training methods) predicted implementation of a particular practice. Although 67% of teachers reported using EBPs, teachers' employment and training experiences did not predict the implementation of a particular practice. Information from this study can be used to enhance professional development for teachers serving students with ASD.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc955016
Date12 1900
CreatorsCowan, Angela K.
ContributorsBoesch, Miriam, Callahan, Kevin, Combes, Bertina, Henson, Robin, Mehta, Smita
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Cowan, Angela K., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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