The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability
Abstract
Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.
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“studies conducted (Knight et al., 2019) focused on efficacy and the instructional practices of teachers and other variables, but not specifically on efficacy for inclusion and intervention practices addressing the behavior, social, and communication problems of children with autism. Besides, in the context of the Philippines, no study has been found to explore these current variables.”
From Efficacy for inclusion and intervention practices of teachers of children with autism in the Philippines (2022) · cites this paper as Knight et al., 2019
Citations
Cites
Facilitated Communication—what harm it can do: Confessions of a former facilitator
Boynton, J. (2012) · Evidence-Based Communication Assessment and Intervention · doi:10.1080/17489539.2012.674680 · Cited by 37
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Cited by
Cahapay, M. B. (2022) · International Journal of Didactical Studies · doi:10.33902/ijods.202211438 · Cited by 4
Metadata
- Authors
- Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P.
- Affiliations
- Vanderbilt University (US)
- William & Mary (US)
- Vanderbilt University, Nashville, TN, USA
- Corresponding author
- Knight, Victoria F.
- Venue
- Focus on Autism and Other Developmental Disabilities
- Publisher
- SAGE Publications
- Published
- 2018-02-03
- Volume
- 34
- Issue
- 1
- Pages
- 3-14
- ISSN
- 0887-1566 (ISSN-L)
- 1088-3576
- 1538-4829
- OpenAlex
- W2787446141
- Cited by
- 154
- References
- 1
- Citations by year
- 2026: 10 · 2025: 17 · 2024: 27 · 2023: 32 · 2022: 30 · 2021: 20 · 2020: 9 · 2019: 9
- FWCI
- 18.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Focus on Autism and Other Developmental Disabilities (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- autism spectrum disorder, intellectual disability, special education, evidence-based instructional practices, special education teachers, teacher readiness, professional development, instructional decision-making, social skills training, reading instruction
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
