Producing Child-Centered Interventions
Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students
Bibliographic Data
| ID | 13025861 |
|---|---|
| Authors | Elizabeth Mcghee Hassrick (0000-0002-0520-2598, Drexel University, corresponding author), Jessica Suhrheinrich (0000-0003-1614-5215, San Diego State University), Patricia Schetter (University of California, Davis), Allison S Nahmias (0000-0003-4678-0367, Stony Brook Medicine), Melina Melgarejo (0000-0002-2423-7710, San Diego State University), Jennica Li (0000-0002-4697-0948, University of California, Davis), Jonas Ventimiglia (0009-0003-7901-7306, Drexel University), Yue Yu (0000-0003-3991-964X, University of California, Davis), Aubyn C Stahmer (0000-0002-1596-9848, University of California, Davis) |
| Year | 2021 |
| Volume | 10 |
| Issue | 12 |
| Pages | 453-453 |
| Publication date | 2021-11-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci10120453 |
| PMID | 41048888 |
| OpenAlex | W3215071890 |
| Language | EN |
| References cited | 36 |
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the needed supports to conduct high-quality PD and lack experience with individualizing their methods for training and coaching teachers. When PD providers have networks of professional support, they can potentially gain access to resources to provide successful individualized coaching for teachers. No research has measured the impact of the social networks of PD providers on their performance as coaches in classrooms for teachers of autistic students. To test the hypothesis that social network resources can impact the performance of PD providers who coach teachers how to use EBPs for their autistic students, we conducted social network analysis with PD providers. Findings suggest that network factors were associated with the self-reported performance for PD providers. PD providers who have more people in their networks who were autism EBP experts, as well as more people in their networks who supported them with how to individualize their PD efforts to specific teachers or districts, had higher performance as teacher coaches. We discuss future research about how to support network development for PD providers and policy implications
Autism · Autism spectrum disorder · Coaching · Developmental psychology · Medical education · Pedagogy · Professional development · Psychiatry · Psychological intervention · Psychotherapist · Quality (philosophy · Social media · Social network (sociolinguistics · Applied Psychology · Autism Spectrum Disorder Research · Computer Science · Disability Education and Employment · Family and Disability Support Research · Medicine · Psychology
Social Network Analysis
District Policy and Teachers’ Social Networks
Welcome to Implementation Science
Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016
The Effect of Teacher Coaching on Instruction and Achievement
Network Interventions
Analyzing Teachers’ Professional Interactions in a School as Social Capital
Systematic review of the Exploration, Preparation, Implementation, Sustainment (Epis) framework
Collective Sensemaking about Reading
Distributed Leadership
Network Analysis in the Social Sciences
Network items and the general social survey
Expediting the Analysis of Qualitative Data in Evaluation
Professional Development That Addresses School Capacity
Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development
State Policy and the Non-Monolithic Nature of the Local School District
From social integration to health
Social Networks and Health
Network Data and Measurement
| Citation velocity | historical |
|---|---|
| Highly cited | No |