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Direct linkNelson, Gena; Cook, Sara Cothren; Zarate, Kary; Powell, Sarah R.; Maggin, Daniel M.; Drake, Kevallyn R.; Kiss, Allyson J.; Ford, Jeremy W.; Sun, Lin; Espinas, Daniel R. – Remedial and Special Education, 2022
It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers…
Descriptors: Meta Analysis, Special Education, Evidence Based Practice, Educational Practices
Hatch, Burt; Kadlaskar, Girija; Miller, Meghan – Psychology in the Schools, 2023
Abstract Attention-deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co-occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co-occurring autism and ADHD. This review outlines issues…
Descriptors: Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Drug Therapy, Autism Spectrum Disorders
Giordano, Keri; Eastin, Shiloh; Calcagno, Briana; Wilhelm, Salena; Gil, Alexandra – Journal of Early Childhood Teacher Education, 2021
Coaching is becoming widely recognized as a tool to help early childhood educators enhance teaching and build professional skills. Although effective, the use of an external coach can be cost and time prohibitive. This study examined the effectiveness of internal peer coaches as compared to external coaches in implementation fidelity of an…
Descriptors: Coaching (Performance), Preschool Teachers, Federal Programs, Low Income Students
Download full textLocke, Jill; Hugh, Maria L.; Pullmann, Michael D.; Cook, Heather; Coifman, Jessica; McRee, Erin; Joshi, Mahima; Lyon, Aaron R.; Schwartz, Ilene – Grantee Submission, 2021
The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Special Education Teachers
Rodriguez, Billie Jo; Loman, Sheldon L.; Borgmeier, Christopher – Preventing School Failure, 2016
As increasing numbers of schools implement Multi-Tiered Systems of Support (MTSS), schools are looking for and implementing evidence-based practices for students whose needs are not fully met by Tier 1 supports. Although there is relative consistency and clarity in what constitutes Tier 1 behavior support within MTSS, Tier 2 supports may be more…
Descriptors: Program Implementation, Intervention, Positive Behavior Supports, Evidence Based Practice
Rhodes, Tammy – ProQuest LLC, 2015
This study's focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the…
Descriptors: Autism, Pervasive Developmental Disorders, Elementary School Teachers, Knowledge Level
Gayl, Chrisanne L. – Collaborative for Academic, Social, and Emotional Learning, 2017
The Every Student Succeeds Act (ESSA) provides an opportunity for states and local education agencies (LEAs) to rethink the goals and policies that they have in place for public education. Under the new law, education leaders have greater flexibility to define student success and to design their own systems and programs to ensure educational…
Descriptors: Educational Legislation, Federal Legislation, Statewide Planning, Educational Planning
