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ERIC Number: ED547737
Record Type: Non-Journal
Publication Date: 2012
Pages: 167
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7302-8
Evidenced-Based Interventions for Preschool Children with Autism--Improving the Transition from Early Intervention Programs to School-Based Programs through Purposeful Implementation of Practices That Work
Joseph, Tracy A.
ProQuest LLC, Psy.D. Dissertation, Alliant International University
Increasing numbers of children with autism are being identified at a younger age, before the age of 3, when their intervention services are coordinated through early intervention service providers. Shortly after starting with services families are faced with their first major transition regarding intervention services when their child turns 3 and his or her local school district takes over provision of services. The components of programming at both levels are examined, along with the challenges families and professionals face in coordinating a transition between such differing paradigms of service provision. The importance of purposeful selection and implementation of evidence-based practices for young children on the autism spectrum is examined, especially as these practices relate to building trust with families during the transition. A framework for an educator's manual is proposed that would help support educators in selecting and implementing evidence-based instructional methodologies within the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A