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Gepubliceerd in: Journal of Autism and Developmental Disorders 4/2008

01-04-2008 | Original Paper

Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators

Auteurs: Kevin Callahan, Robin K. Henson, Angela K. Cowan

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2008

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Abstract

Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.
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Metagegevens
Titel
Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators
Auteurs
Kevin Callahan
Robin K. Henson
Angela K. Cowan
Publicatiedatum
01-04-2008
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 4/2008
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-007-0434-9