scholarly journals High-Leverage Instructional Practices for Students with Autism and Mild Disabilities in Traditional and Remote Learning Settings

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Glennda K McKeithan
Keyword(s):  
Instructional Practices ◽  
Data Driven ◽  
Evidence Based ◽  
Exceptional Children ◽  
University Of Florida ◽  
Evidence Based Practices ◽  
Mild Disabilities ◽  
Skill Deficits ◽  
Students With Autism ◽  
The University

Meeting the needs of students with autism and mild disabilities effectively in traditional and remote settings must be an individualized, purposeful, and data-driven process [1]. Learning to implement a core foundation of easy-to-use evidence-based instructional practices can help teachers across content areas develop a core foundation of “go to” practices which can potentially benefit all students with and without disabilities [2]. The High-Leverage Practices (HLPs) recently identified by the Council for Exceptional Children and the CEEDAR Center at the University of Florida [3] can help educators to target their students’ most significant skill deficits and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential. The 22 identified HLPs are multifaceted, evidence-based practices.

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools

2021 ◽  
pp. 108835762198931
Author(s):  
Jennifer Hamrick ◽  
Mari Cerda ◽  
Cyndi O’Toole ◽  
Katherine Hagen-Collins
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Public Education ◽  
Instructional Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
Practice Gap

Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

2021 ◽  
pp. 004005992110220
Author(s):  
Gretchen Scheibel ◽  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Academic Difficulties ◽  
Evidence Based Practices ◽  
Social Scripts ◽  
Students With Autism

Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability

2018 ◽  
Vol 34 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Victoria F. Knight ◽  
Heartley B. Huber ◽  
Emily M. Kuntz ◽  
Erik W. Carter ◽  
A. Pablo Juarez
Keyword(s):  
Intellectual Disability ◽  
Instructional Practices ◽  
Special Educators ◽  
Future Research ◽  
Professional Judgment ◽  
Evidence Based ◽  
Wide Range ◽  
Students With Autism ◽  
Services And Supports ◽  
Instructional Decision

Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

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.

Involving students with autism in social studies

2018 ◽  
Vol 13 (1) ◽  
pp. 59-71
Author(s):  
Linda Mauricio Reeves ◽  
Susan Santoli
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Studies ◽  
General Education ◽  
Autism Spectrum ◽  
General Education Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Type ◽  
Students With Autism ◽  
General Education Classrooms

Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

scholarly journals Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability

2020 ◽  
Vol 12 (2) ◽  
pp. 103-114
Author(s):  
Saeed Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Special Education Teachers ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Conversational Skills ◽  
Students With Autism ◽  
Training And Support

Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.

scholarly journals General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

2021 ◽  
Author(s):  
Lorna Barry ◽  
Jennifer Holloway ◽  
Stephen Gallagher ◽  
Jennifer McMahon
Keyword(s):  
Teacher Training ◽  
General Education ◽  
General Education Teachers ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
The Impact

This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher's use of EBPs.

Re-evaluating the inpatient use of routine diphenhydramine transfusion premedication practices.

2013 ◽  
Vol 31 (31_suppl) ◽  
pp. 164-164
Author(s):  
Ida Wong-Sefidan ◽  
Eric Roeland
Keyword(s):  
Marrow Transplant ◽  
Patient Specific ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Retrospective Comparison ◽  
First Choice ◽  
Risk Patients ◽  
Impact Patient Care ◽  
Antihistamine Prophylaxis ◽  
The University

164 Background: Routine diphenhydramine premedication to prevent allergic transfusion reactions is common practice despite lack of evidence. First-generation antihistamines are associated with a number of anticholinergic side effects such as sedation and cognitive impairment that impact patient care and increase cost. Because premedication should be evidence-based and patient-specific, the University of California, San Diego (UCSD) inpatient Bone Marrow Transplant (BMT) service implemented a transfusion premedication protocol, specifically addressing antihistamine use. Methods: To revise the protocol, a committee was formed. The committee reviewed evidence-based practices, challenges, pharmacology, and costs of antihistamines, and developed an inpatient BMT antihistamine premedication protocol that omitted pre-ordered diphenhydramine and offered cetirizine as a first-choice premedication. Antihistamine premedication was encouraged for high risk patients only. A retrospective comparison of antihistamine prophylaxis pre (2010-2011) and post (2011-2012) protocol implementation was completed. The number of antihistamine doses and transfusions was computed by a count from the electronic medical records. Results: Despite a 14% increase in transfusions, the number of BMT inpatient antihistamine premedication orders decreased by 26%. Diphenhydramine use decreased from 85.9% to 34.2%, while cetirizine use increased from 3.3% to 55.9%. Conclusions: The evidence-based, risk-stratified antihistamine premedication protocol decreased the use of diphenhydramine. Limitations include the retrospective design and lack of data comparing reactions in patients who did and did not receive premedication. Our institution plans to expand this study and complete a prospective evaluation of safely and rationally administered transfusion premedication with the goal to evaluate premedication-related toxicity and methods to improve the quality of life in our patients. [Table: see text]

Pasteur's Quadrant as the Bridge Linking Rigor with Relevance

2013 ◽  
Vol 79 (2) ◽  
pp. 147-161
Author(s):  
Garnett J. Smith ◽  
Matthew M. Schmidt ◽  
Patricia J. Edelen-Smith ◽  
Bryan G. Cook
Keyword(s):  
Communities Of Practice ◽  
Instructional Practices ◽  
Design Research ◽  
Evidence Based ◽  
Discourse Communities ◽  
Educational Design ◽  
Evidence Based Practices ◽  
Classical View ◽  
Educational Design Research ◽  
What Works

A tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities. When determining what works in education, researchers tend to emphasize evidence-based practices (EBPs) supported by research that is rigorous and internally valid, whereas practitioners tend to value practice-based evidence (PBE) that is relevant and externally valid. The authors argue that these separate mindsets stem from the classical view of research as being either rigorous or relevant. In his canonical Pasteur's Quadrant, Stokes (1997) proposed that rigor and relevance are complementary notions that, when merged, further the production, translation, and implementation of instructional practices that are both rigorous (i.e., evidence-based) and relevant (i.e., practice-based). The authors propose educational design research (EDR) and communities of practice (CoPs) as frameworks through which to realize the promise of Pasteur's quadrant.

Sign in / Sign up

Export Citation Format

Share Document