BaecherL.KungS. C.JewkesA. M.RosaliaC. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189–197. doi:10.1016/j.tate.2013.08.001
2.
BarrioB. L.HollingsheadA. (2017). Reaching out to paraprofessionals: Engaging professional development aligned with universal design for learning framework in rural communities. Rural Special Education Quarterly, 36, 136–145. doi:10.1177/8756870517721693
3.
BondyA.FrostL. (2001). The Picture Exchange Communication System. Behavior Modification, 25, 725–744. doi:10.1177/0145445501255004
4.
BrockM. E. (2013). Self-management (SM) fact sheet. Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Institute, National Professional Development Center on Autism Spectrum Disorders.
5.
BrockM. E.CarterE. W. (2013). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education. doi:10.1177/0022466913501882
6.
BrockM. E.HuberH. B.CarterE. W.JuarezA. P.WarrenZ. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29, 67–79. doi:10.1177/1088357614522290
7.
BrookfieldS. D. (1984). Self-directed adult learning: A critical paradigm. Adult Education Quarterly, 35, 59–71. doi:10.1177/0001848184035002001
8.
Center on Secondary Education for Students With Autism Spectrum Disorder. (n.d.). High school case studies. Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Institute, Center on Secondary Education for Students With Autism Spectrum Disorder. Retrieved from http://csesa.fpg.unc.edu/high-school-case-studies
9.
CookB. G.CookS. C. (2011). Unraveling evidence-based practices in special education. The Journal of Special Education, 47, 389–390. doi:10.1177/0022466911420877
10.
CookB. G.OdomS. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135–144. doi:10.1177/001440291307900201
11.
CornettJ.KnightJ. (2009). Research on coaching. In KnightJ. (Ed.), Coaching: Approaches and perspectives (pp. 192–216). Thousand Oaks, CA: Corwin Press.
Da FonteM. A.CapizziA. M. (2015). A module-based approach: Training paraeducators on evidence-based practices. Physical Disabilities: Education and Related Services, 34, 31–54.
14.
FukkinkR. G.TavecchioL. W. (2010). Effects of video interaction guidance on early childhood teachers. Teaching and Teacher Education, 26, 1652–1659. doi:10.1016/j.tate.2010.06.016
15.
Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015–2016).
16.
HarnB.ParisiD.StoolmillerM. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools?Exceptional Children, 79, 181–193. doi:10.1177/001440291307900204
17.
HendricksD. (2011). Special education teachers serving students with autism: A descriptive study of the characteristics and self-reported knowledge and practices employed. Journal of Vocational Rehabilitation, 35, 37–50.
18.
HessK. L.MorrierM. J.HeflinL. J.IveyM. L. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971. doi:10.1007/s10803-007-0470-5
19.
Individuals With Disabilities Education Act, 20 U.S.C. §§ 1400et seq. (2006 & Supp. V. 2011).
20.
KernL.MarderT. J.BoyajianA. E.ElliotC. M.McElhattanD. (1997). Augmenting the independence of self-management procedures by teaching self-initiation across settings and activities. School Psychology Quarterly, 12, 23–32. doi:10.1037/h0088944
21.
KlingnerJ. K.BoardmanA. G.McMasterK. L. (2013). What does it take to scale up and sustain evidence-based practices?Exceptional Children, 79, 195–211. doi:10.1177/001440291307900205
22.
KretlowA. G.BartholomewC. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279–299. doi:10.1177/0888406410371643
23.
KretlowA. G.BlatzS. L. (2011). The ABCs of evidence-based practice for teachers. TEACHING Exceptional Children, 43(5), 8–19.
24.
KucharczykS.ShawE.Smith MylesB.SullivanL.SzidonK.Tuchman-GinsbergL. (2012). Guidance & coaching on evidence-based practices for learners with autism spectrum disorders. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, National Professional Development Center on Autism Spectrum Disorders.
25.
KucharczykS.ReutebuchC. K.CarterE. W.HedgesS.el ZeinF.FanH.GustafsonJ. R. (2015). Addressing the needs of adolescents with autism spectrum disorder: Considerations and complexities for high school interventions. Exceptional Children, 81, 329–349. doi:10.1177/0014402914563703
26.
McLeskeyJ. (2011). Supporting improved practice for special education teachers: The importance of learner-centered professional development. Journal of Special Education Leadership, 24, 26–35.
27.
MerriamS. B.BieremaL. L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.
28.
MerriamS. B.CaffarellaR.BaumgartnerL. (2007). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey-Bass.
29.
MorrierM.HessK. L.HeflinL. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34, 119–132. doi:10.1177/0888406410376660
30.
National Professional Development Center on ASD. (2017). Comparison of NPDC and NSP EBPs. Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Center, National Professional Development Center on Autism Spectrum Disorder. Retrieved from http://autismpdc.fpg.unc.edu/evidence-based-practices
31.
National Standards Project. (2015). Findings and conclusions: National Standards Project, Phase 2. Randolph, MA: National Autism Center: A Center of May Institute. Retrieved from http://www.nationalautismcenter.org/resources/
32.
OdomS. L.Collet-KlingenbergL.RogersS. J.HattonD. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54, 275–282.
33.
SernaR. W.LoboH. E.FlemingC. K.FlemingR. K.CurtinC.ForanM. M.HamadC. D. (2015). Innovations in behavioral intervention preparation for paraprofessionals working with children with autism spectrum disorder. Journal of Special Education Technology, 30, 1–12. doi:10.1177/016264341503000101
34.
StahmerA. C.CollingsN. M.PalinkasL. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20, 66–79.
35.
StahmerA. C.RiethS.LeeE.ReisingerE. M.MandellD. S.ConnellJ. E. (2015). Training teachers to use evidence-based practices for autism: Examining procedural implementation fidelity. Psychology in the Schools, 52, 181–195. doi:10.1002/pits.21815
36.
TraversJ. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52, 195–203. doi:10.1177/1053451216659466
37.
WalkerV. L.SmithC. G. (2015). Training paraprofessionals to support students with disabilities: A literature review. Exceptionality, 23, 170–191. doi:10.1080/09362835.2014.986606
38.
WongC.OdomS. L.HumeK.CoxA. W.FettigA.KucharczykS.SchultzT. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 1951–1966. doi:10.1007/s10803-014-2351-z