General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

Barry, Lorna; Holloway, Jennifer; Gallagher, Stephen; McMahon, Jennifer

doi:10.31124/advance.14166839.v1

Preprints are early versions of research articles that have not been peer reviewed.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.

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General Education Teachers Use of Evidence-Based Practices with Students with Autism: The role of Training, Knowledge, Attitudes and Barriers to EBP Use.

preprint

posted on 2021-03-23, 23:01 authored 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.

Funding

Irish Research Council

History

Declaration of conflicts of interest

The authors declare there are no conflicts of interest

Corresponding author email

lorna.barry@ul.ie

Lead author country

Ireland

Lead author job role

PhD Student

Lead author institution

University of Limerick

Human Participants

Yes

Ethics statement

Ethical 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.