RUcore: Rutgers University Community Repository
Reducing the research to practice gap in autism intervention
Descriptive
TitleInfo
Title
Reducing the research to practice gap in autism intervention
SubTitle
a professional development design
Name
(type = personal)
NamePart
(type = family)
Maraventano
NamePart
(type = given)
James C.
NamePart
(type = date)
1982-
DisplayForm
James C. Maraventano
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Tomlinson-Clarke
NamePart
(type = given)
Saundra
DisplayForm
Saundra Tomlinson-Clarke
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
LaRue
NamePart
(type = given)
Robert H
DisplayForm
Robert H LaRue
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
O'Donnell
NamePart
(type = given)
Angela
DisplayForm
Angela O'Donnell
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2018
DateOther
(qualifier = exact);
(type = degree)
2018-10
CopyrightDate
(encoding = w3cdtf)
2018
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Diagnoses for students with autism spectrum disorders (ASD) in educational institutions are steadily rising. As a result, the need for effective educational, behavioral, and other beneficial services is required to ensure best outcomes for this population of learners. Federal legislations such as No Child Left Behind Act of 2001 (PL 107-110) and the Individuals with Disabilities Education Improvement Act of 2004 (PL 108-446) mandate educational institutions utilize evidence-based practices (EBP) for students with disabilities to improve and/or develop socially significant behaviors in the least restrictive educational environment. While EBPs informed by applied behavior analysis have substantial evidence supporting their use for educating learners with ASD, several barriers towards their regular implementation exist. These behaviorally based EBPs are reported to be used infrequently in mainstream classrooms (Morrier, Hess, & Heflin, 2010) and have been perceived negatively by educators who are expected utilize them (Allen & Bowles, 2014).
The purpose of this study was to examine the effects of professional development activities that incorporate active learning with ongoing coaching and feedback on treatment integrity and adherence to a behaviorally based EBP, prompting. Further, this study examined if educator perceptions of the behaviorally based EBPs for learners with ASD are affected by the proposed PD activities. Specifically, Behavioral Skills Training (Parsons, Rollyson, Iverson, & Reid, 2012) and side-by-side coaching and feedback (Kretlow, Cooke, & Wood, 2012) was implemented with educators of learners with ASD in an out-of-district educational program.
The purpose of this study was to examine the effects of professional development activities that incorporate active learning with ongoing coaching and feedback on treatment integrity and adherence to a behaviorally based EBP, prompting. Further, this study examined if educator perceptions of the behaviorally based EBPs for learners with ASD are affected by the proposed PD activities. Specifically, Behavioral Skills Training (Parsons, Rollyson, Iverson, & Reid, 2012) and side-by-side coaching and feedback (Kretlow, Cooke, & Wood, 2012) was implemented with educators of learners with ASD in an out-of-district educational program.
Subject
(authority = RUETD)
Topic
Design of Learning Contexts
Subject
(authority = LCSH)
Topic
Autism spectrum disorders
Subject
(authority = LCSH)
Topic
Career development
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_9241
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 78 p.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by James C. Maraventano
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3Q81HNG
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Maraventano
GivenName
James
MiddleName
C.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2018-09-25 11:44:07
AssociatedEntity
Name
James C. Maraventano
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top
Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
CreatingApplication
Version
1.4
ApplicationName
Mac OS X 10.13.6 Quartz PDFContext
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-09-28T00:01:57
DateCreated
(point = end);
(encoding = w3cdtf);
(qualifier = exact)
2018-09-28T00:01:57
Back to the top
Statistical Profile