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Implementation Science, Professional Development, and Autism Spectrum Disorders.

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Title: Implementation Science, Professional Development, and Autism Spectrum Disorders.
Authors: ODOM, SAMUEL L., COX, ANN W., BROCK, MATTHEW E.
Source: Exceptional Children. Winter2013, Vol. 79 Issue 2, p233-251. 19p.
Subjects: Autism spectrum disorders, Special education, Education of students with disabilities, Program implementation (Education), Evidence-based education, Educational intervention, Teacher development, Educational objectives
Abstract: The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Implementation Science, Professional Development, and Autism Spectrum Disorders.
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  Data: <searchLink fieldCode="AR" term="%22ODOM%2C+SAMUEL+L%2E%22">ODOM, SAMUEL L.</searchLink><br /><searchLink fieldCode="AR" term="%22COX%2C+ANN+W%2E%22">COX, ANN W.</searchLink><br /><searchLink fieldCode="AR" term="%22BROCK%2C+MATTHEW+E%2E%22">BROCK, MATTHEW E.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Winter2013, Vol. 79 Issue 2, p233-251. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Program+implementation+%28Education%29%22">Program implementation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+education%22">Evidence-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink>
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  Data: The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers' use of evidence-based practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        StartPage: 233
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      – SubjectFull: Autism spectrum disorders
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Education of students with disabilities
        Type: general
      – SubjectFull: Program implementation (Education)
        Type: general
      – SubjectFull: Evidence-based education
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      – SubjectFull: Educational intervention
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      – SubjectFull: Teacher development
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      – SubjectFull: Educational objectives
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      – TitleFull: Implementation Science, Professional Development, and Autism Spectrum Disorders.
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              Text: Winter2013
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              Y: 2013
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