A Comparison Of Adult- And Peer-Mediated Intervention For Autism: A Case Study

This study examined the response of a young child with autism to two play-based intervention conditions: adult-mediated and peer-mediated. The client was five years old, demonstrated moderate-to-severe autism, and exhibited developmental functioning between the 14 to 34 month level. The peer-mediated condition, based on a modified Integrated Play Group approach, utilized a typically developing peer who was three years of age. The study utilized an ABAB alternating treatment design to compare the impact of the adult- and peer-mediated interventions. Results from the current study suggest that the adult-mediated intervention resulted in increased engagement and more sophisticated social-communicative behaviors than the peer-mediated approach for the child with autism. Clinical implications, limitations, and future research directions are discussed

PROBLEMS OF THE PLAINS: A COLORADO COUNTY DISCUSSES POLICIES

Agricultural and Food Policy,

Searcy v. Idaho State Bd. of Correction Clerk\u27s Record Dckt. 41216

https://digitalcommons.law.uidaho.edu/not_reported/2521/thumbnail.jp

TEACHING STAFF PROFESSIONAL DEVELOPMENT IN THE CONTEXT OF INCLUSIVE EDUCATION

The article deals with the issues of providing support to pedagogical team in the inclusive education settings as the main condition for the success of inclusion implementation. As a methodological basis for the analysis, the teacher competence structure is used as an approach. There are given many ways to expand the circle for teachers support. Arguments are also made in favor of engaging and interested in organizations for all employees of an inclusive school to create an inclusive team and the necessity for interest in joint work of both the administration and the teachers, correctional teachers included.The article deals with the issues of providing support to pedagogical team in the inclusive education settings as the main condition for the success of inclusion implementation. As a methodological basis for the analysis, the teacher competence structure is used as an approach. There are given many ways to expand the circle for teachers support. Arguments are also made in favor of engaging and interested in organizations for all employees of an inclusive school to create an inclusive team and the necessity for interest in joint work of both the administration and the teachers, correctional teachers included

The Courier, Volume 4, Issue 14, January 15, 1971

Stories: No Immediate Tuition Hike Seen by Board Push Price Probe (Bookstore) ‘Instant’ ID Cards How Students Feel About the GPA Rule ‘Lib’ to Sponsor Male Beauty Contest People: Ramsey Lewi

Translating Educational Research into Classroom Practice: Working Together to Close the Gap

The research-to-practice gap, the disconnect between what we know about education and what we do in practice (Olswang & Prelock, 2015) or the gap between the production of new knowledge through research and its inclusion in routine practice by educators (Greenwood & Abbott, 2001) has been discussed and examined in the education field for many decades. However, this gap continues to be a challenge researchers and educators face (Kane, 2016). The current literature on the research-to-practice gap does not address the process by which teachers are engaging with educational research when facing challenges in the classroom. If teachers are to participate in closing the gap, we need to better understand their selection processes for various outlets of educational research. The current study is a mixed methods survey research design examining how pre-service teachers (n = 28) select sources of information (academic and non-academic) to solve instructional and behavioral challenges they may encounter in the classroom, why they choose the sources they do, and their opinions on solutions to close the research-to-practice gap. The findings showed that pre-service teachers were more likely to use their personal relationships with colleagues as source of gathering new information because these colleagues provide practical information for challenges they face in their classrooms. Suggestions for interventions proposed by pre-service teachers and future directions are discussed

The Courier, Volume 4, Issue 16, January 29, 1971

Stories: Faculty Vote Approves Cluster Study Fund Angles Extend Duty on Car Fleet Where Travel Money Went People: Marilyn Gilbert McKendree Sprin