Teacher Ratings of Evidence-Based Practices From the Field of Autism

Bibliographic Data

ID15018306
AuthorsChristina M Borders (Illinois State University, corresponding author), S J Bock, Stephan Bock (Illinois State University), Caroline Szymanski (Gallaudet University)
Year2015
Volume20
Issue1
Pages91-100
Publication date2015-01-01
Open AccessNo
TypeARTICLE
VenueThe Journal of Deaf Studies and Deaf Education (JOURNAL)
Journal identifiersISSN: 1081-4159 • E-ISSN: 1465-7325
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/deafed/enu033
PMID25316908
OpenAlexW2147521028
LanguageEN
Citations received4
References cited18

Students who have a hearing loss and a comorbid diagnosis of an autism spectrum disorder (ASD) have multiple obstacles to overcome. Using Gallaudet Research Institute data, Szymanski, Brice, Lam, and Hotto calculated 1 deaf student in 59 received services for both a hearing loss and an ASD (Szymanski, Brice, Lam, & Hotto, 2012). Teachers of the deaf (TOD) in a Midwestern state completed a survey (N = 68) to indicate familiarity with evidence-based practices (EBP) from the field of ASD in order to confirm or reject the hypothesis that they would not report familiarity with these practices. Further analyses explored use and perceived effectiveness of EBP for those TOD who had familiarity with the instructional practices. Results of the study indicated that there was wide variance in TOD familiarity, use, and perceived effectiveness of the EBP.

Audiology · Autism · Autism spectrum disorder · Best practice · Developmental psychology · Hearing loss · Variance (accounting) · Behavioral and Psychological Studies · Clinical Psychology · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Psychology