Evidence-Based Practices in The Public School: The Role of Preservice Teacher Training

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Stacy Lauderdale-Littin Mary Brennan

Abstract

In the last twenty years, the educational system has seen a drastic increase in the number of individuals served under the category of autism spectrum disorder (ASD); which has led to an emphasis on ways in which to meet the needs of this multifaceted group of students. Although evidence-based practices (EBPs) have been identified for this population, research suggests teachers report having only moderate levels of confidence in their ability to implement these EBPs. The purpose of this review of the literature is to identify ways in which public school teachers determine the interventions used to meet the IEP goals of students with ASD, the efficacy of the chosen interventions, and the ways in which teacher preparation can be improved to ensure teachers are better able to identify and implement appropriate EBPs. Findings suggest an emphasis on coursework, and fieldwork specifically related to meeting the needs of students with ASD, should be addressed in preservice teacher training programs.

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How to Cite
LAUDERDALE-LITTIN, Stacy; BRENNAN, Mary. Evidence-Based Practices in The Public School: The Role of Preservice Teacher Training. INTERNATIONAL ELECTRONIC JOURNAL OF ELEMENTARY EDUCATION, [S.l.], v. 10, n. 3, p. 369-375, jan. 2018. ISSN 1307-9298. Available at: <http://ojs.kuragrup.com/index.php/IEJEE/article/view/417>. Date accessed: 17 aug. 2018.
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