Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Mary A, Barczak"'
Publikováno v:
American Journal on Intellectual and Developmental Disabilities. 127:400-416
For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectua
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4ce5b88aa750104d9e3e410e064061d5
https://doi.org/10.1352/1944-7558-127.5.400
https://doi.org/10.1352/1944-7558-127.5.400
Publikováno v:
Journal of Intellectual Disabilities. 26:470-490
Access to employment opportunities is associated with increased quality of life for people with intellectual and developmental disabilities; however, many adults with intellectual and developmental disabilities struggle to find employment. One reason
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f7b44cb06ded540a8486de8786509d49
https://doi.org/10.1177/1744629520987768
https://doi.org/10.1177/1744629520987768
Publikováno v:
Exceptional Children. 87:217-235
Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coachi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b4dbe43035aab93d244c10cb24c71e6a
https://doi.org/10.1177/0014402920947641
https://doi.org/10.1177/0014402920947641
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 44:206-220
Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, mod
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f7c33c4e89ebba292430563513a9807
https://doi.org/10.1177/0888406420923769
https://doi.org/10.1177/0888406420923769
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 45:98-114
Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b5fc0d073fc449b19dc8e1b9370a0ed0
https://doi.org/10.1177/1540796920904179
https://doi.org/10.1177/1540796920904179
Publikováno v:
Focus on Autism and Other Developmental Disabilities. 35:153-164
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught element
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::29b5117f011427b93e4240963ef93de4
https://doi.org/10.1177/1088357620902492
https://doi.org/10.1177/1088357620902492
Publikováno v:
Journal of Intellectual Disabilities. 25:387-404
Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::28ec638493a83184d06b0f86860c5cb6
https://doi.org/10.1177/1744629519895387
https://doi.org/10.1177/1744629519895387
Publikováno v:
Focus on Autism and Other Developmental Disabilities. 35:67-78
Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::831386fcc85c8c644776bfb653a3df92
https://doi.org/10.1177/1088357619881217
https://doi.org/10.1177/1088357619881217
Autor:
Mary A. Barczak
Publikováno v:
TEACHING Exceptional Children. 51:313-321
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::97020fb2121aaf3e639b00e5b228a413
https://doi.org/10.1177/0040059919826035
https://doi.org/10.1177/0040059919826035
Autor:
Rachel L. Seaman, E. Justin Page, John M. Schaefer, Natalie R. Andzik, Helen I. Cannella-Malone, Scott A. Dueker, Matthew E. Brock, Mary A. Barczak
Publikováno v:
Exceptional Children. 84:7-26
Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed sing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4c55cd2bc9c82573ea8dc4f265661463
https://doi.org/10.1177/0014402917698008
https://doi.org/10.1177/0014402917698008