Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.
preprintposted on 23.03.2021, 23:01 by Lorna BarryLorna Barry, Jennifer Holloway, Stephen Gallagher, Jennifer McMahon
This study examined general education (GE) teachers use of EBPs, and the impact that teacher training, knowledge of EBPs, attitudes towards EBPs and barriers to EBPs have on teacher's use of EBPs.
Irish Research Council
Declaration of conflicts of interestThe authors declare there are no conflicts of interest
Corresponding author email@example.com
Lead author countryIreland
Lead author job rolePhD Student
Lead author institutionUniversity of Limerick
Ethics statementEthical approval was granted by the University's Faculty of Education and Health Sciences Research Ethics Committee (EHSREC) prior to commencing the study. Informed consent was gained from all participants prior to participation.
Log in to write your comment here...