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Group instruction for students with autism spectrum disorders: implications for professional development

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Item Summary

Title: Group instruction for students with autism spectrum disorders: implications for professional development
Authors: Wells, Jenny C.
Advisor: Noonan, Mary Jo
Issue Date: 2003
Publisher: University of Hawaii at Manoa
Abstract: A multiple case study design was used to conduct a professional development needs assessment of special education teachers' group instruction practices for students 3 to 8 years old with autism spectrum disorders (ASD). Three preschool teachers and two kindergarten to grade 2 teachers participated in this study. Using both quantitative and qualitative methods, this study investigated teachers' attitudes, beliefs, skills, and prior knowledge providing insight into their experiences. Teachers' instructional practices, including the use of applied behavior analysis (ABA) principles and discrete trial teaching, are examined. A gap analysis was conducted to examine participants' actual practices versus "recommended practice" during group instruction. Final conclusions were based on the entirety of quantitative and qualitative information derived through analysis of the individual cases, as well as a cross-case comparison. Findings indicate a need for training in a wide range of ABA strategies and procedures. Developing individualized curriculum and planning instruction that targets students' needs across all developmental domains, specifically peer social interaction and communication, were also areas of deficiency suggesting a need for further research. Environmental constraints impacting teachers' delivery of effective group instruction were also identified.
Description: Thesis (Ph. D.)--University of Hawaii at Manoa, 2003.
Mode of access: World Wide Web.
Includes bibliographical references (leaves 167-178).
Electronic reproduction.
Also available by subscription via World Wide Web
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URI/DOI: http://hdl.handle.net/10125/3080
Other Identifiers: http://proquest.umi.com/pqdweb?index=0&did=765888011&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209166818&clientId=23440
Rights: All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections:Ph.D. - Educational Psychology



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