Teaching Students With ASD Using Evidence-Based Practices: Why Is Training Critical Now?. (February 2015)

• Record Type: Journal Article
• Authors: Marder, Tamara; deBettencourt, Laurie U.
• 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: 5
• Page End: 12
• Publication Date: 2015-02
• Subjects: autism -- evidence-based practices -- teacher training; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406414565838
• Languages: English
• ISSNs: 0888-4064

Abstract

Given the growing numbers of students identified with autism, educators need an understanding of evidence-based practices (EBPs) to meet these student's individual educational goals. EBPs are defined often as instructional strategies, interventions, or teaching programs that result in consistent positive student outcomes. Educator's use of EBPs has been shown to improve the learning outcomes of students with disabilities. It is imperative that educators understand how to select and implement such practices with students in their classrooms and continuously monitor the progress of their students. Recently, two major resources that classify EBPs for students with autism spectrum disorders (ASD) are available for review. This introduction to the special issue provides a review of EBPs specific to the education of students identified with autism as well as discusses the current resources available to educators who are in classrooms supporting students with autism. Recommendations for how best to prepare educators to use EBPs are provided.