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  • Empirically Supported Treatments for Students with Autism: General Education Teacher Knowledge, Use, and Social Validity Ratings

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    SulekPUB643.pdf (346.4Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Sulek, Rhylee
    Trembath, David
    Paynter, Jessica
    Keen, Deb
    Griffith University Author(s)
    Keen, Deb A.
    Paynter, Jessica M.
    Sulek, Rhylee P.
    Trembath, David
    Year published
    2019
    Metadata
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    Abstract
    Objective: To examine teachers’ knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more ...
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    Objective: To examine teachers’ knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. Conclusion: Teachers’ knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
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    Journal Title
    Developmental Neurorehabilitation
    DOI
    https://doi.org/10.1080/17518423.2018.1526224
    Copyright Statement
    © 2018 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Developmental Neurorehabilitation on 11 Oct 2018, available online: https://doi.org/10.1080/17518423.2018.1526224
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Neurosciences
    Neurosciences not elsewhere classified
    Psychology
    Publication URI
    http://hdl.handle.net/10072/382665
    Collection
    • Journal articles

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