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Education programmes for young children with Autism Spectrum Disorder: An Evaluation Framework
Affiliation:1. Centre for Social Issues Research, Department of Education & Professional Studies, University of Limerick, Ireland;2. Department of Psychology, Faculty of Arts, Mary Immaculate College, University of Limerick, Ireland;1. Institute of Behavioural Sciences, Semmelweis University, Nagyvárad tér 4, H-1089 Budapest, Hungary;2. Department of General Psychology, Pázmány Péter Catholic University, Mikszáth tér 1, H-1088 Budapest, Hungary;3. Department of Psychiatry and Psychotherapy, Semmelweis University, Balassa u. 6, H-1083 Budapest, Hungary;1. Department of Special Education, National Taiwan Normal University, Taipei, Taiwan, ROC;2. Department of Special Education, National Dong Hwa University, Hualien, Taiwan, ROC;1. Graduate Institute of Sports Equipment Technology, University of Taipei, Taipei, Taiwan;2. New Taipei Municipal Bali Junior High School, New Taipei, Taiwan;3. Department of Physical Medicine and Rehabilitation, National Yang-Ming University Hospital, I-Lan, Taiwan;4. Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan;1. Human Development and Family Studies, Colorado State University, 1570 Campus Delivery, Fort Collins, CO 80523, USA;2. Departments of Human Genetics and Pediatrics, Emory University, 2165 N. Decatur Rd., Decatur, GA 30033, USA
Abstract:Autism researchers have identified a common set of practices that form the basis of quality programming in ASD yet little is known regarding the implementation of these practices in community settings. The purpose of this paper was to outline an Evaluation Framework for use in evaluating ASD programmes of education that will provide valuable information as to the sensitivity of programmes to best practice, establish how programmes are operating and the programme effect on students and their families. The move towards more rigorous evaluation will provide quality information as to the degree of adoption of research led practices in the community setting which heretofore has been largely unavailable.
Keywords:Autism Spectrum Disorder  Comprehensive education programmes  Programme evaluation  Treatment integrity
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