Modular Approach to Autism Programs in Schools (MAAPS): A Feasibility Study

Autor/inn/en	Martin, Ryan J.; Cavanaugh, Brenna; Levato, Lynne; Fontechia, Krystal; Hochheimer, Samantha; Iadarola, Suzannah; Iovannone, Rose; Smith, Tristram; Anderson, Cynthia M.
Titel	Modular Approach to Autism Programs in Schools (MAAPS): A Feasibility Study
Quelle	In: Contemporary School Psychology, 27 (2023) 3, S.389-399 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Ryan J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00397-y
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Special Education; Evidence Based Practice; Barriers; Teacher Competencies; Feasibility Studies; Program Effectiveness + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrkunst
Abstract	As the prevalence of autistic children receiving special education continues to increase, educators are expected to identify and implement evidence-based interventions for autistic students. Unfortunately, there are numerous barriers to implementation of evidence-based interventions in schools and educators report a lack of adequate training regarding the needs of autistic students and appropriate intervention approaches. Modular approaches to intervention are a promising but untested strategy for helping educators receive training on evidence-based interventions and support with implementation. This study uses mixed methods to explore the initial feasibility of the Modular Approach to Autism Programs in Schools (MAAPS) in typical school settings. Key indicators of feasibility are presented using the RE-AIM framework (Glasgow et al. "American journal of public health," 89(9), 1322-1327, Glasgow et al., 1999), with emphasis on intervention fidelity, social validity, and promise of efficacy. Additionally, directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01