Implementation Science, Professional Development, and Autism Spectrum Disorders

Odom, Samuel L.; Cox, Ann W.; Brock, Matthew E.

doi:10.1177/001440291307900207

Cited by 109 publications

(98 citation statements)

References 23 publications

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“…Within the autism field, researchers are beginning to explore ways to implement evidence-based practices within community settings (e.g. Dingfelder & Mandell, 2011;Odom, Cox, & Brock, 2013), develop targeted training programs (e.g. Brookman-Frazee et al, 2012b), and share expertise through virtual learning for community providers (Thompson Center for Autism and Neurodevelopmental Disorders, n.d.).…”

Section: Discussionmentioning

confidence: 99%

Preparation of Mental Health Clinicians to Work With Children With Co-Occurring Autism Spectrum Disorders and Mental Health Needs

Williams

Haranin

2016

Journal of Mental Health Research in Intellectual Disabilities

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Section: Discussionmentioning

confidence: 99%

Preparation of Mental Health Clinicians to Work With Children With Co-Occurring Autism Spectrum Disorders and Mental Health Needs

Williams

Haranin

2016

Journal of Mental Health Research in Intellectual Disabilities

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“…From these data it can be concluded that a combination of long-term training and follow-up with adequate supports may increase the effectiveness of in-service training sessions. Similarly, more recent studies state that ongoing coaching and technical assistance are imperative to support teachers' use of best teaching practices in applied settings after the training is carried out (Fixsen et al 2013;Odom, Cox, and Brock 2013).…”

Section: Educational Research 319mentioning

confidence: 99%

Characteristics of primary teacher training programmes on inclusion: a literature focus

Kurniawati

Boer

Minnaert

et al. 2014

Educational Research

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Background: The implementation of inclusive education creates challenges for classroom teachers who have to meet the learning needs of students with and without special educational needs (SEN). Research has revealed that teachers' readiness and willingness to accommodate the learning needs of students with SEN was determined by their training. Though much research on teacher training and inclusive education has been conducted over two decades, less is known about the adequacy of such training in terms of components and effectiveness. Purpose: The purpose of this review is to present a focused analysis of: (1) studies that examined, in detail, the components of teacher training programmes for preservice or in-service teachers in regular primary schools in terms of content, length, etc., and (2) consideration of the effectiveness of these training programmes. Design and methods: The literature review was restricted to empirical studies published in international peer-reviewed journals after 1994 (i.e. since the Salamanca statement was signed) by using the electronic browser 'EBSCO host Complete'. After applying the keywords 'teacher' and 'educator', they were combined with the following terms: training, disabilities, inclusion, inclusive education, impairment, special educational needs, children with special needs and disorder. The search was deliberately restricted to papers where study participants were preservice or in-service teachers in regular primary schools, and ultimately yielded a small core of 13 studies for detailed review. The first research question was analysed in terms of the training programme's structure and content, covering aspects such as type of disability, topic, length, medium of course delivery and learning activities. For the second research question, the effectiveness of the quantitative studies was evaluated based on the Cohen's d effect size, whereas the qualitative studies were considered as effective based on the calculation of percentage of nonoverlapping data (PND). Conclusions: Analysis indicated that the majority of training programmes focused on attitude, knowledge and skills. The training programmes were also centred on what might be considered short-term practice and supplemented with field experiences. Although the training programmes appeared to have positive effects on teachers' attitudes, knowledge and skills, follow-up sessions and students' outcomes measures may increase training effectiveness.

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“…Fortunately, the emerging field of implementation science may provide the needed guidance for such a translational process (Fixsen, Blase, Metz, & Van Dyke, 2013), and professional development models for teachers and service providers working with children and youth with ASD have begun to adopt an implementation science approach (Odom, Cox, & Brock, 2013).All of this points to the fact that from science to practice is a clear challenge and furthermore an imperative next stride for the field (Wong et al,2014). One approach to improving services to students with ASD enrolled public school programs is through professional development.…”

Section: Resultsmentioning

confidence: 99%

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

Ozel¹

2017

International Conference on Education

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Interventions for autism are increasing being held to standards such as ‗evidence-based practice' in psychology and ‗scientifically-based re-search' in education. At the factor when these ideas rose with regards to psychotherapy and regular education, they brought on substantial debate. Evidence-based practices (EBPs) are the premise on which educators and other specialist coops are required to outline educational programs for students with autism spectrum disorders (ASD). Inclusive education as a late modernity reform project is exemplified in the call for ‗Education for All'. Despite the simplicity of its message, inclusion is highly debatable. General education teachers have differing views about the inclusion of students with ASD in mainstream class-rooms. However, the type and severity of the Autistic children's affect teachers' willingness to accommodate certain students and their confidence that they will effectively manage their classrooms. The Implementation science guides the movement of innovations, such as transforming evidence-based practices for students with ASD into regular practices at school. This article is presented as an inclusive educational model to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. Further, it is proposed that the ASD community align with the greater inclusive education reform movement.

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Implementation Science, Professional Development, and Autism Spectrum Disorders

Cited by 109 publications

References 23 publications

Preparation of Mental Health Clinicians to Work With Children With Co-Occurring Autism Spectrum Disorders and Mental Health Needs

Preparation of Mental Health Clinicians to Work With Children With Co-Occurring Autism Spectrum Disorders and Mental Health Needs

Characteristics of primary teacher training programmes on inclusion: a literature focus

Evidence-Based Practice: Inclusive Education for the Effective Implementation for Children With Autism

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