Finding Effective Intervention and Personnel Preparation Practices for Students with Autism Spectrum Disorders

By R. Simpson. 2004

109 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c3ea3fc5626fefe0794467198cfb7b1c038d27ed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Vito Loiacono
2. Valerie Valenti
3. A. Kaiser
4. Geraldine Dawson
5. Sally J. Rogers
6. Connie Kasari
7. A. Wetherby
8. Brooke Ingersoll

In Cognitive Neuroscience

1. Vito Loiacono
2. Valerie Valenti
3. A. Kaiser
4. Geraldine Dawson
5. Sally J. Rogers
6. Brooke Ingersoll
7. A. Wetherby
8. Connie Kasari

In Developmental and Educational Psychology

1. Vito Loiacono
2. Valerie Valenti
3. Brooke Ingersoll
4. Sally J. Rogers
5. A. Wetherby
6. R. Landa
7. Connie Kasari
8. Geraldine Dawson

Citations in the corpus

• A Survey of Personnel Preparation Practices in Autism Spectrum Disorders (2011, background): “Students with ASD present unique social, communication, and behavioral challenges to teachers trying to design effective, individualized education programs (Iovannone, Dunlap, Huber, & Kincaid, 2003), and consequently they require specialized services in the schools (National Research Council, 2001;”
• General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings. (2010, methodology): “NRC’s findings are supported by Deng and Manset (2000), and Simpson (2004).”
• Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders (2011, background): “Given this lack of consensus, it is difficult for colleges and universities to target pedagogy and content priorities, so many teachers may not be adequately prepared to effectively educate their students (Simpson, 2004).”
• Evidence-Based Practices and Students With Autism Spectrum Disorders (2005, background): “Demands and pleas for adoption of effective practices for children and youth with autism and related disabilities are connected, at least in part, to the significantly increased prevalence of ASD (American Psychiatric Association, 2000) and a longstanding tradition and legacy of accepting, condoning”
• Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder (2015, methodology): “Ongoing Measurement of Progress Effective practices must be systematically and objectively verified through data collected (Simpson 2005a, b), and the research-based NBDIs provide methods for systematic data collection on child progress in order to track child progress.”