Evidence Based Interventions: An Examination of Pre-service Training, Professional Development, and Classroom Implementation
Hoover, Kristin Nicole
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The purpose of the study was to examine the relationship between EBI training for special education teachers and their practice of classroom interventions for children with an autism spectrum disorder (ASD). Evaluating the usage of EBIs in the classroom is imperative because of the many obligations educators have to uphold federal compliances (DOE, 2011). Children with ASD are a growing population and it is imperative school districts comply with both federal and state mandates to avoid legal conflicts with parents and other penalties from government agency due to non-compliance (Tincani, 2007). Additionally Grossman and Barrozo (2007) urged professionals to recognize there is a "... moral and ethical obligation to identify, treat and care for people with autism spectrum disorders so that they can attain their full potential" (p. 9). Statistical analysis of the study found a strong correlation between special educator training and classroom implementation of EBIs.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership.