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    An Analysis of Evidence-Based Practices in the Education of Learners with Autism Spectrum Disorders

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    Author
    Mayton, Michael R.
    Wheeler, John J.
    Menendez, Anthony L.
    Zhang, Jie
    Keyword
    Autistic Children
    Education
    Research
    Medical Care
    Autism Spectrum Disorders
    Special Education
    Educational Standards
    Journal title
    Education and Training in Autism and Developmental Disabilities
    Date Published
    2010-12-01
    Publication Volume
    45
    Publication Issue
    4
    
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    URI
    http://hdl.handle.net/20.500.12648/2214
    Abstract
    Horner et al. (2005) present a review substantiating how single-subject research methodology can be utilized to determine whether interventions are evidence-based practices (EBPs). The current study utilized the Horner et al. research piece to: (a) systematically identify a set of quality standards for the evaluation of single-case research methodology used with learners with autism spectrum disorders (ASD), (b) operationalize these standards for evaluators, (c) investigate three additional quality indicators related to external validity (multiple studies, locations, and researchers), (d) create a protocol for evaluators, and (e) gather and analyze data from studies that meet a set of predefined criteria. Published in seven journals across ten years, identified studies (N = 160) were subjected to an analysis across 23 EBP quality standards that revealed increasing compliance with EBP standards over time yet persistent and pervasive difficulty in adequately satisfying at least five indicators integrally tied to external validity.
    Citation
    Mayton, M. R., Wheeler, J. J., Menendez, A. L., & Zhang, J . (2010). An analysis of evidence-based practices in the education of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(4), 539-551 .
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