Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)

Autor/inn/en	Anderson, Cynthia M.; Iovannone, Rose; Smith, Tristram; Levato, Lynne; Martin, Ryan; Cavanaugh, Brenna; Hochheimer, Sam; Wang, Hongyue; Iadarola, Suzannah
Titel	Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 1, S.193-211 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Cynthia M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04532-1
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Evidence Based Practice; Learning Modules; Barriers; Program Implementation; Program Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Learning module; Lernmodul
Abstract	To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. [For the corresponding grantee submission, see ED605688.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01