Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis
Abstract:Educators often feel ill-equipped to support autistic students in general education contexts, although research shows that inclusion in these settings can contribute to positive outcomes. Professional development (PD) in evidence-based practices (EBPs) for autistic students can address this need; however, it is essential to understand the mechanisms by which PD can improve educators’ EBP use. Through an explanatory sequential mixed-methods design (QUAN→ QUAL), the authors gathered quantitative (Phase 1) and qu… Show more
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