Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (3) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock ◽  
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Science Professional

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

scholarly journals ALGORITHM ACTIVITY OF AUTISTIC CHILD’S SUPPORT TEAM IN LEARNING ENVIRONMENT

2017 ◽  
Author(s):  
T. Skrypnyk
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Success Factors ◽  
Diagnostic Technique ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Team Work ◽  
Training Methods ◽  
Spectrum Disorders ◽  
Pedagogical Research

The article describes the pedagogical research designed to ensure educators be able to support for children with autism spectrum disorders in the educational space as well as the content of the children’s special needs and the conditions under which these needs can be satisfied. We determined the environmental resources and resources of children with autism. The author demonstrates the comparison of two conceptual focused on supporting the development and education of children with autism spectrum disorders (ASD). One model is team work, another work of individual specialists (called «cabinet system»). To evaluate we have used the method «Tool for professional development of teachers» developed by the international community educators ISSA. We presented in table the ordered main indicators of quality of teachers in target areas (interaction, family, inclusion, assessment and planning, training methods, developmental environment, professional development) as well as comprehensive achievements of children with autism (using a differential diagnostic technique C.A.R.S.). It was confirmed that the most important component of efficient support of child on the spectrum is well-coordinated work of multidisciplinary team which implements Individualized Education Program with short-term objectives and SMART goals: specific, measurable, attainable, relevant, and time-bound. Training of specialists based on an action research cycle of thoughtfully planned activities to gather, interpret, and explore data about group collaboration in order to facilitate an innovative solution. The article described methods of the trainers, experts and supervisors with teachers to achieve their competence to work with children with ASD, success factors and challenges faced by the trainers of teachers. We note also prospects for further innovation work towards establishing continuity between preschool and school.

scholarly journals La formación del profesorado sobre el autismo basada en la evidencia: la Instrucción e Intervención Mediada por Pares

2020 ◽  
Vol 23 (1) ◽  
Author(s):  
Aitor Larraceleta González
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Play Skills ◽  
School Life ◽  
Practice Approach ◽  
Spectrum Disorders ◽  
Social Communicative ◽  
Education Of Students ◽  
Development Center

En este trabajo se aborda la “Instrucción e Intervención mediada por pares”, una de las veintisiete prácticas focalizadas basadas en la evidencia establecidas por el National Professional Development Center on Autism Spectrum Disorders estadounidense (Wong et al., 2014), dirigidas al profesorado para la educación del alumnado con Trastorno del Espectro Autista (TEA). Para ello, se recogen sus fundamentos básicos y se recomienda una secuencia de planificación, implementación y evaluación, con el objetivo de mejorar las habilidades sociales, comunicativas y académicas, de atención conjunta y juego y la preparación para la vida escolar de este alumnado, siguiendo un enfoque “de la ciencia a la práctica”. This paper deals with “Peer mediated Instruction and Intervention”, one of the twenty-seven focused evidence-based practices established by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2014), aimed at teachers for the education of students with Autism Spectrum Disorder (ASD). For this purpose, its basic fundamentals are collected and the sequence of planning, implementation and evaluation is recommended, with the objective to improve the social, communicative, academic, joint attention and play skills and the preparation for the school life of these students, following a "science to practice” approach.

Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders

2017 ◽  
Vol 32 (4) ◽  
pp. 269-278 ◽  
Author(s):  
Jennie L. Long ◽  
Richard L. Simpson
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Professional Literature ◽  
Severity Of Disability ◽  
Spectrum Disorders

Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners’ recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators’ professional development, and elemental programming for learners with ASD.

scholarly journals Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments

2014 ◽  
Vol 24 (1) ◽  
Author(s):  
Penny Corkum ◽  
Susan E Bryson ◽  
Isabel M Smith ◽  
Cynthia Giffin ◽  
Kym Hume ◽  
...  
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Primary Objective ◽  
Children With Asd ◽  
Professional Development Needs ◽  
Spectrum Disorders ◽  
Quality Programming

The primary objective of this mixed methods study was to identify educators’ professional development needs to determine how best to support them in providing quality programming for children with Autism Spectrum Disorders (ASD) within an inclusive educational system. Information was collected through focus groups with key school board informants (n = 33) and a survey of educators (n = 225). The results indicate that educators have found it difficult to meet the wide-ranging and varying needs of children with ASD within a strictly defined model of inclusive education. Educators consistently emphasized the need for multileveled and multipronged professional development that is accessible in a timely fashion and available as needs arise. The need for educational programs that work for children with ASD being taught within inclusive education settings is highlighted.

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