Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder-Reference-Cited by-同舟云学术

Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder

Published:2020-09 Issue: Volume:77 Page:101606
ISSN:1750-9467
Container-title:Research in Autism Spectrum Disorders
language:en
Short-container-title:Research in Autism Spectrum Disorders

Author:

Dynia Jaclyn M.^ORCID,Walton Katherine M.^ORCID,Brock Matthew E.,Tiede Gabrielle

Funder

Ohio Department of Education

Publisher

Elsevier BV

Subject

Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology

Reference22 articles.

1. Teacher-reported priorities and practices for students with autism: Characterizing the research-to-practice gap;Brock;Focus on Autism and Other Developmental Disabilities,2019

2. Statewide assessment of professional development needs related to educating students with autism spectrum disorder;Brock;Focus on Autism and Other Developmental Disabilities,2014

3. Evidence-based practices and implementation science in special education;Cook;Exceptional Children,2013

4. Standards for evidencebased practices in special education;Council for Exceptional Children,2014

5. Brain overgrowth in autism during a critical time in development: Implications for frontal pyramidal neuron and interneuron development and connectivity;Courchesne;International Journal of Developmental Neuroscience,2005

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3. Understanding Early Intervention and Early Childhood Special Education Professional Access to and Utilization of Evidence-Based Practices;Exceptionality;2024-03-25

4. Preschool Special Educators’ Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism;Focus on Autism and Other Developmental Disabilities;2024-03-03

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