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Dissemination and Decision-Making: Factors Related to Pre-Service Practitioners' Selection of Practices for Students with Autism.

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Title: Dissemination and Decision-Making: Factors Related to Pre-Service Practitioners' Selection of Practices for Students with Autism.
Authors: Hugh, Maria L.1 LEMLE008@umn.edu, Johnson, LeAnne D.1, Fleury, Veronica P.2
Source: Education & Training in Autism & Developmental Disabilities. Sep2020, Vol. 55 Issue 3, p332-347. 16p.
Subject Terms: *School entrance requirements, *Autism spectrum disorders, *Autism
Abstract: Though increasing the teaching of evidence-based practices (EBPs) for students with autism spectrum disorder (ASD) within pre-service preparation programs is one approach to addressing the need for increased use of EBPs in the field, this approach likely oversimplifies the problem. We surveyed 60 pre-service practitioners' decision-making around selection of EBPs and non-EBPs that are commonly used for students with ASD. We then explored factors related to participants' familiarity with, approval of, and likelihood to select practices and evaluated the effects of source-trustworthiness on their decision-making. Participants were familiar with most practices but more often approved of and selected EBPs than non-EBPs. Interestingly, participants were more likely to select one EBP when it was presented by an untrustworthy source than when presented by a trustworthy source. Based on these findings, we discuss recommendations for pre-service programs to promote the use of EBPs through active dissemination and consideration of individual factors in an effort to move EBPs into routine practice. [ABSTRACT FROM AUTHOR]
Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Dissemination and Decision-Making: Factors Related to Pre-Service Practitioners' Selection of Practices for Students with Autism.
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  Data: <searchLink fieldCode="AR" term="%22Hugh%2C+Maria+L%2E%22">Hugh, Maria L.</searchLink><relatesTo>1</relatesTo><i> LEMLE008@umn.edu</i><br /><searchLink fieldCode="AR" term="%22Johnson%2C+LeAnne+D%2E%22">Johnson, LeAnne D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fleury%2C+Veronica+P%2E%22">Fleury, Veronica P.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Sep2020, Vol. 55 Issue 3, p332-347. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22School+entrance+requirements%22">School entrance requirements</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink>
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  Data: Though increasing the teaching of evidence-based practices (EBPs) for students with autism spectrum disorder (ASD) within pre-service preparation programs is one approach to addressing the need for increased use of EBPs in the field, this approach likely oversimplifies the problem. We surveyed 60 pre-service practitioners' decision-making around selection of EBPs and non-EBPs that are commonly used for students with ASD. We then explored factors related to participants' familiarity with, approval of, and likelihood to select practices and evaluated the effects of source-trustworthiness on their decision-making. Participants were familiar with most practices but more often approved of and selected EBPs than non-EBPs. Interestingly, participants were more likely to select one EBP when it was presented by an untrustworthy source than when presented by a trustworthy source. Based on these findings, we discuss recommendations for pre-service programs to promote the use of EBPs through active dissemination and consideration of individual factors in an effort to move EBPs into routine practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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