The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use

Costley, Debra and Clark, Trevor and Bruck, Susan (2014) The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use. SAGE Open, 4 (4). pp. 1-11. ISSN 2158-2440

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Abstract

Evaluating educational programs and interventions is generally considered a normal part of curriculum development and improvement, and published findings are readily accessible through peer-reviewed journals. Recently, however, researchers and practicing educators have identified a lack of evaluative research regarding Autism Spectrum Disorder (ASD) educational practices in the peer-reviewed literature. Autism Spectrum Australia (Aspect) has an established evidence-informed ASD curriculum that is constantly reviewed and updated to meet the needs of the students in Aspect schools and classes. Through a methodical evaluative process, all educational interventions and support processes and devices undergo a series of Evidence-Based Research Trials and evaluations before they are implemented in classes. This article demonstrates how a workflow model can deliver a systematic method for identifying, evaluating, implementing, and disseminating the research findings of a program or support intervention. The Autism Spectrum Disorder Evaluative Education (ASDEE) model is discussed.

Item Type: Article
Additional Information: DOI not working 10.01.17
Keywords: autism spectrum disorder, Autism Spectrum Disorder Evaluative Education model, evaluation, education
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1177/2158244014556640
Depositing User: Costley, Debra
Date Deposited: 10 Jan 2017 12:11
Last Modified: 11 Jan 2017 16:38
URI: http://eprints.nottingham.ac.uk/id/eprint/39718

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