ArticleJournal of autism and developmental disorders2022
Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland.
Article in Journal of autism and developmental disorders, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
10 citing papers in PubMed, 21 citations in OpenAlex.
- Perceived Implementation of Applied Behavior Analysis Techniques Among Teachers of Students with Autism Spectrum Disorder in Qatar.Behavioral sciences (Basel, Switzerland) · 2026Article
- Study protocol for a hybrid type 2 effectiveness-implementation trial of two interventions for autistic and non-autistic youth in children's mental health settings: one tailored for neurodivergence and one universal.Implementation science communications · 2025Article
- Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders.Journal of autism and developmental disorders · 2025Article
- The Role of Implementation Climate in Moderating Educator Use of Evidence-Based Practices and Outcomes for Autistic Students.Journal of autism and developmental disorders · 2025Observational
- Enhancing Skills for Early Detection and Management of Autism in Schools.Indian journal of pediatrics · 2024Article
- Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany.Autism : the international journal of research and practice · 2024Article
- Assessment of a Novel Instrument Measuring Perceived Physical Education Teachers' In-Class Skills.Behavioral sciences (Basel, Switzerland) · 2023Article
- Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland.Journal of autism and developmental disorders · 2022Article
- Executive Functions in Children and Adolescents with Autism Spectrum Disorder, Grade 1 and 2, vs. Neurotypical Development: A School View.International journal of environmental research and public health · 2022Article
- Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools.Frontiers in psychiatry · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 2 institutions in 1 country.
Funding
Abstract
Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.
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Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.