Teacher's perceptions of implementing evidence based interventions for preschoolers with autism spectrum disorder

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dc.contributor.advisor Pufpaff, Lisa A.
dc.contributor.author Ain, Ganiah
dc.date.accessioned 2021-02-22T18:33:16Z
dc.date.available 2021-02-22T18:33:16Z
dc.date.issued 2020-12-19
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/202639
dc.description Access to thesis restricted until 12/2023 en_US
dc.description.abstract Autism spectrum disorder (ASD) is a developmental disability that leads to critical behavioral, communication, and social difficulties. U.S. legislation requires educators to implement evidence based interventions (EBIs) when teaching children with disabilities. Certain EBIs have been identified as the most effective early intervention techniques to use when teaching social communication skills to preschool children with disabilities. In this study, the social communication skill set needed by preschool children with ASD is reviewed, along with a description of the key EBIs used to teach social communication skills to preschoolers with ASD. The purpose of this study was to identify the extent to which the teachers of preschool children with ASD were trained to implement current EBIs for supporting the development of social communication skills in this population. The study also examined the extent to which these teachers were implementing these EBIs, their perceptions of their competence in implementing such interventions, and the barriers they encountered along the way. en_US
dc.description.sponsorship Department of Special Education
dc.subject.lcsh Social skills in children
dc.subject.lcsh Children with autism spectrum disorders -- Education (Preschool)
dc.subject.lcsh Preschool teachers -- Attitudes
dc.title Teacher's perceptions of implementing evidence based interventions for preschoolers with autism spectrum disorder en_US
dc.description.degree Thesis (D. Ed.) en_US

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  • Doctoral Dissertations [3300]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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