Results suggests telepractice is a promising service delivery approach in the treatment of individuals with ASD that warrants additional research. Guidelines for practitioners and potential directions for future research are discussed.
I examine the role that administrators play in facilitating the development, adoption, use, and evaluation of scientifically based interventions within the school culture to support the educational outcomes of students with learning disabilities (LD). Two ways of transforming the administrative role to support science in the schoolhouse are presented; one considers the importance of including language in future legislation that acknowledges the role of administrators in school reform, and the other focuses on establishing a national research agenda addressing issues of leadership and special education. I argue that these 2 venues should serve to identify and to stimulate the use of evidence-based administrative practices that ultimately increase educational outcomes for students with LD, improve teacher instruction, and transform the leadership mission.
Perspectives of principal leadership behavior contribute to how principals and other school leaders understand the role of the principal in an era of significant educational reforms. A Q methodology was used with 30 principals, assistant principals, and other educational administrators working in a variety of roles and different types of districts to ascertain how the perceptions of the school leaders align with reform mandates. Data analysis identified one component that accounted for 41% of the variance observed in the ways that these administrators sorted 21 statements about principal leadership behavior. The quantitative analysis was completed as the first stage of the data analysis; the qualitative data were analyzed to triangulate and cross-check the results of the Q sort. The level of agreement among the participants demonstrates a shared understanding of the role of the principal and suggests that principal leadership aligns with the models of site-based management and instructional leadership that support educational reform.
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