Sarah W Harry
Biographic Data
| ID | 9521247 |
|---|---|
| NAME | Sarah W Harry |
| GIVEN NAMES | Sarah W |
| FAMILY NAME | Harry |
| SIGNATURE | HARRY S W |
| AFFILIATIONS | Department of Educational Psychology Ball State University Muncie Indiana USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Better Together
Rural schools often face limited access to evidence‐based autism services, making sustainable models of support essential. This study evaluated a peer‐coaching adaptation of the Collaborative Model for Promoting Competence and Success (COMPASS) to improve intervention implementation for students with autism in rural special education settings. Using a single‐case design, two teacher dyads, three students, and their caregivers participated in cons…
Supporting practitioners in school‐based evaluations of autism spectrum disorders
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted o…
No prominent works on this page.
Supporting practitioners in school‐based evaluations of autism spectrum disorders
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted o…
Better Together
Rural schools often face limited access to evidence‐based autism services, making sustainable models of support essential. This study evaluated a peer‐coaching adaptation of the Collaborative Model for Promoting Competence and Success (COMPASS) to improve intervention implementation for students with autism in rural special education settings. Using a single‐case design, two teacher dyads, three students, and their caregivers participated in cons…
Autism (2 works) · Autism Spectrum Disorder Research (2 works) · Behavioral and Psychological Studies (2 works) · Special education (2 works) · Autism spectrum disorder (1 work) · Best practice (1 work) · Coaching (1 work) · Competence (human resources) (1 work) · Cornerstone (1 work) · Developmental psychology (1 work)