ERIC Number: ED609034
Record Type: Non-Journal
Publication Date: 2020
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Knowledge of Evidence-Based Practices and Frequency of Selection among School-Based Professionals of Students with Autism
Morin, Kristi L.; Sam, Ann; Tomaszewski, Brianne; Waters, Victoria; Odom, Samuel L.
Grantee Submission
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 if 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. [This paper will be published in the "Journal of Special Education."]
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Online Courses, Learning Modules, Information Dissemination, Evidence Based Practice, Knowledge Level, Occupations, Teachers, Administrators, School Personnel, Allied Health Personnel, Family (Sociological Unit), Students with Disabilities
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Funded: Yes