Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students-Reference-Cited by-同舟云学术

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Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

Published:2024-07-26 Issue: Volume: Page:1-18
ISSN:2379-4925
Container-title:Evidence-Based Practice in Child and Adolescent Mental Health
language:en
Short-container-title:Evidence-Based Practice in Child and Adolescent Mental Health

Author:

Tagavi Daina M.¹,Harbin Shawna G.²,Hugh Maria L.³,Hernandez Alyssa M.⁴,Joshi Mahima¹,Pullmann Michael D.¹,Locke Jill¹

Affiliation:

1. Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA

2. Department of Human Development and Family Science, Purdue University, West Lafayette, IN, USA

3. Department of Special Education, University of Kansas, Lawrence, KS, USA

4. Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA

Funder

Institute for Education Sciences

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/23794925.2024.2378419

Reference55 articles.

1. Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors

2. “On an island by myself”: implications for the inclusion of autistic students in self-contained classrooms in public elementary schools

3. Diagnostic and Statistical Manual of Mental Disorders

4. Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices

5. Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

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