Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)

Autor/inn/en	Anderson, Cynthia M.; Iovannone, Rose; Smith, Tristram; Levato, Lynne; Martin, Ryan; Brenna, Cavanaugh; Hochheimer, Sam; Wang, Hongyue; Iadarola, Suzannah
Titel	Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)
Quelle	(2020), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Cynthia M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Learning Modules; Evidence Based Practice; Teacher Attitudes; Feasibility Studies; Student Characteristics; Teacher Characteristics; Learner Engagement; Academic Achievement; Faculty Development; Barriers; Program Implementation; Program Effectiveness; Skill Development; Communication Skills; Social Behavior; Daily Living Skills; Interpersonal Competence; Behavior Problems; Elementary Schools; Middle Schools; Florida; Massachusetts; New York; Autism Diagnostic Observation Schedule; Stanford Binet Intelligence Scale; Social Skills Improvement System Rating Scales; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Autismus; Learning module; Lernmodul; Lehrerverhalten; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Social behaviour; Soziales Verhalten; Alltagsfertigkeit; Interpersonale Kompetenz; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Master-Studiengang
Abstract	To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings. [This is the online version of an article published in "Journal of Autism and Developmental Disorders."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01