Supporting special educators' sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master's degree with a specialization in autism, and at least 8 years working as…

A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of…

This study examines preservice teachers' perspectives on family involvement in special education and effective teaching methods for delivering family-involvement content. Eighty-three preservice teachers provided data on pre- and postadministrations of a questionnaire. The effectiveness of two methods, a video and a guest speaker, in delivering…

Describes a checklist for the implementation of a collaborative model for conducting field-based research. It is designed to assist university personnel in implementing quantitative single-subject research investigations in field-based settings with classroom teachers, practicum students, or related service personnel implementing the intervention…

Responses of 259 school districts to a questionnaire about special education substitute teachers indicated that regional differences affected policies regarding degree and certification, consideration for full-time employment, and pay; while evaluation, training, selection, removal, and fringe benefit practices were consistent across the nation.…

A survey was administered to 76 special education teachers to determine reasons for their leaving the special education classroom. Significant factors in leaving special education were excessive paperwork, pupil load, inadequate resources, and lack of recognition and support. (Author/JDD)