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Implementation Science, Professional Development, and Autism Spectrum Disorders

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... Full description

Journal Title: Exceptional Children January 2013, Vol.79(2), pp.233-251
Main Author: Odom, Samuel L
Other Authors: Cox, Ann W , Brock, Matthew E
Format: Electronic Article Electronic Article
Language: English
Subjects:
ID: ISSN: 0014-4029 ; E-ISSN: 2163-5560 ; DOI: 10.1177/001440291307900207
Link: https://journals.sagepub.com/doi/full/10.1177/001440291307900207
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title: Implementation Science, Professional Development, and Autism Spectrum Disorders
format: Article
creator:
  • Odom, Samuel L
  • Cox, Ann W
  • Brock, Matthew E
subjects:
  • Education
  • Social Welfare & Social Work
ispartof: Exceptional Children, January 2013, Vol.79(2), pp.233-251
description: 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.
language: eng
source:
identifier: ISSN: 0014-4029 ; E-ISSN: 2163-5560 ; DOI: 10.1177/001440291307900207
fulltext: fulltext
issn:
  • 0014-4029
  • 00144029
  • 2163-5560
  • 21635560
url: Link


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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.

copLos Angeles, CA
pubSAGE Publications
doi10.1177/001440291307900207
date2013-01