Abstract
The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year.
Highlights
The current prevalence of autism is 1 in 54 elementaryschool-aged children (Maenner et al 2020)
Often do not feel confident in providing instruction for autistic children (Van Der Steen et al 2020). While they agree that evidence-based practices (EBPs) for students with autism and other developmental disabilities are important, they often express feeling unprepared (Knight et al 2019)
There were no significant differences between NPDC and services as usual condition (SAU) students on age, grade level, nonverbal IQ, race/ethnicity, gender, parental education, or household income
Summary
The current prevalence of autism is 1 in 54 elementaryschool-aged children (Maenner et al 2020). Teachers often do not feel confident in providing instruction for autistic children (Van Der Steen et al 2020) While they agree that evidence-based practices (EBPs) for students with autism and other developmental disabilities are important, they often express feeling unprepared (Knight et al 2019). Teachers/practitioners select intervention practices based on their history of demonstrating positive outcomes related to student’s Individualized Education Program (IEP) goals, the characteristics and perhaps preferences of the student and/or family, and the teacher’s/practitioner’s knowledge and skill (Sam and Hume 2019). This approach is directly aligned with the process followed in evidencebased medicine (Sackett et al 1996). The final component involved teachers implementing the practices with embedded coaching by local school personnel and NPDC staff
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
