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  • Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices

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    Paynter510231-Accepted.pdf (253.1Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Paynter, J
    Sulek, R
    Trembath, D
    Keen, D
    Griffith University Author(s)
    Paynter, Jessica M.
    Trembath, David
    Sulek, Rhylee P.
    Keen, Deb A.
    Year published
    2021
    Metadata
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    Abstract
    The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following ...
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    The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed.
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    Journal Title
    Journal of Autism and Developmental Disorders
    DOI
    https://doi.org/10.1007/s10803-021-05231-1
    Copyright Statement
    © 2021 Springer US. This is an electronic version of an article published in Journal of Autism and Developmental Disorders, 2021. Journal of Autism and Developmental Disorders is available online at: http://link.springer.com/ with the open URL of your article.
    Note
    This publication has been entered in Griffith Research Online as an advanced online version.
    Subject
    Education
    Psychology
    Autism
    Autism spectrum disorders
    Evidence-based practice
    Myths
    Professional development
    Publication URI
    http://hdl.handle.net/10072/407368
    Collection
    • Journal articles

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