The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-17112 |
| Date | 01 January 2014 |
| Creators | Reszka, Stephanie S., Hume, Kara A., Sperry, Laurie, Boyd, Brian A., McBee, Matthew T. |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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