Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD: Creating a Community of Practice. (February 2015)

• Record Type: Journal Article
• Authors: Hall, Laura J.
• Other Names: Marder Tamara guest-editor.; deBettencourt Laurie guest-editor.
• Is Part Of: Teacher education and special education. Volume 38:Number 1(2015:Feb.)
• Page Start: 28
• Page End: 43
• Publication Date: 2015-02
• Subjects: university preparation -- sustained -- evidence-based practices -- autism; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406414558883
• Languages: English
• ISSNs: 0888-4064

Abstract

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 special educators, to determine whether they (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. Survey and interview responses and content from viewed data sheets and graphs were summarized. All 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity. All graduates indicated that the university program assisted in their capacity to implement and sustain their use of EBPs and attribute support from a community of practice as a sustaining factor.