Systematic Review of Effects and Key Components of in-Service Special Education Teacher Training in Evidence-Based Practices for Students with Autism and Developmental Disabilities

Systematic Review of Effects and Key Components of in-Service Special Education Teacher Training in Evidence-Based Practices for Students with Autism and Developmental Disabilities

Effective professional development is critical for improving the implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This rev...

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Veröffentlicht in:Education and training in autism and developmental disabilities 2024-03, Vol.59 (1), p.97-112
Hauptverfasser: Wang, Hui-Ting, Chen, Pei-Jung, Lill, Fang-Yu, Chen, Ming-Chung, Hu, Shin-Tzu
Format: Artikel
Sprache:eng
Schlagworte:
Autism
Bias
Coaching
Components
Developmental disabilities
Didacticism
Educational objectives
Evidence-based practice
Feedback
Fidelity
Intervention
Learning
Outcomes of Education
Professional development
Research design
Research methodology
Skills
Special education
Special education teachers
Special Needs Students
Students
Systematic review
Task analysis
Teacher education
Teachers
Teaching
Training
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