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dc.contributor.advisorFarley, Frank H.
dc.creatorDodge, Jessica
dc.date.accessioned2020-11-03T16:23:51Z
dc.date.available2020-11-03T16:23:51Z
dc.date.issued2014
dc.identifier.other904556160
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2791
dc.description.abstractGiven the rising prevalence of children diagnosed with autism and the emergence of evidence-based autism interventions, schools are now faced with the challenge of delivering high quality instruction to this unique population. Comprehensive packaged curricula have been developed to address this growing need and to allow educators to transport research-based instruction into their classroom settings. However, there is a dearth of research examining the factors associated with intervention effectiveness with children with autism in public schools. The purpose of this study is to examine the associations between school level factors, the fidelity of interventions, and student outcomes within autism support classrooms. Data were gathered from 171 students with autism spectrum disorders in kindergarten-through-second grade classrooms across 40 schools in the Philadelphia School District. Correlational analyses and linear regression with random effects analyses indicated that school level factors were not associated with and were not moderators of intervention fidelity and student outcomes. The findings suggest that autism support classrooms are like islands within the school building, such that the practices and outcomes within these classrooms were unrelated to the school context. This study indicates that when transporting an evidence-based practice into a public school classroom, it may be more necessary to focus on the classroom context rather than the school building. Future research is needed to fully delineate these relationships between school building level factors and the dissemination and implementation of evidence-based practices for children with autism within a classroom setting.
dc.format.extent88 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectPsychology
dc.subjectEducational Psychology
dc.subjectAutism
dc.subjectFidelity
dc.subjectOutcomes
dc.subjectSchools
dc.titleSchool Characteristics and Their Relationship to Intervention Fidelity and Student Outcomes in Autism Support Classrooms
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFiorello, Catherine A.
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberStahler, Gerald
dc.contributor.committeememberMandell, David S.
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2773
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-03T16:23:51Z


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