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The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use

Costley, Debra; Clark, Trevor; Bruck, Susan

Authors

Trevor Clark

Susan Bruck



Abstract

Evaluating educational programs and interventions is generally considered a normal part of curriculum development and improvement, and published findings are readily accessible through peer-reviewed journals. Recently, however, researchers and practicing educators have identified a lack of evaluative research regarding Autism Spectrum Disorder (ASD) educational practices in the peer-reviewed literature. Autism Spectrum Australia (Aspect) has an established evidence-informed ASD curriculum that is constantly reviewed and updated to meet the needs of the students in Aspect schools and classes. Through a methodical evaluative process, all educational interventions and support processes and devices undergo a series of Evidence-Based Research Trials and evaluations before they are implemented in classes. This article demonstrates how a workflow model can deliver a systematic method for identifying, evaluating, implementing, and disseminating the research findings of a program or support intervention. The Autism Spectrum Disorder Evaluative Education (ASDEE) model is discussed.

Citation

Costley, D., Clark, T., & Bruck, S. (2014). The Autism Spectrum Disorder Evaluative Education Model: a school-based method of assessing and selecting interventions for classroom use. SAGE Open, 4(4), https://doi.org/10.1177/2158244014556640

Journal Article Type Article
Acceptance Date Jan 1, 2014
Publication Date Oct 31, 2014
Deposit Date Jan 10, 2017
Publicly Available Date Jan 10, 2017
Journal SAGE Open
Print ISSN 2158-2440
Electronic ISSN 2158-2440
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 4
Issue 4
DOI https://doi.org/10.1177/2158244014556640
Keywords autism spectrum disorder, Autism Spectrum Disorder Evaluative Education model, evaluation, education
Public URL http://eprints.nottingham.ac.uk/id/eprint/39718
Publisher URL http://journals.sagepub.com/doi/abs/10.1177/2158244014556640
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by/4.0

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by/4.0





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