Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism

被引：1

作者：

Hugh, Maria L. ^{[1
,4
]}

Johnson, LeAnne ^{[2
]}

Fettig, Angel ^{[3
]}

机构：

[1] Univ Kansas, Lawrence, KS USA

[2] Univ Minnesota, Minneapolis, MN USA

[3] Univ Washington, Seattle, WA USA

[4] Univ Kansas, Dept Special Educ, 1122 W Campus Rd, Lawrence, KS 66045 USA

来源：

FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES | 2024年 / 39卷 / 03期

关键词：

preschool; age; autism spectrum disorders; educational; evidence based; practices; special education; personnel preparation; SPECTRUM DISORDER; IMPLEMENTATION; INTERVENTIONS; STUDENTS;

D O I：

10.1177/10883576241232898

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices.

引用

页码：150 / 162

页数：13

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