Developing an understanding of communication issues in autism spectrum disorders using a web-based training module

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dc.contributor.committeeChairLock, Robin
dc.contributor.committeeMemberLayton, Carol A.
dc.contributor.committeeMemberMyers, Susan
dc.creatorLouder, Amanda Bodine
dc.date.accessioned2016-11-14T23:09:13Z
dc.date.available2011-02-18T23:31:09Z
dc.date.available2016-11-14T23:09:13Z
dc.date.issued2008-08
dc.description.abstractStrong legislation and the implementation of research-based practices drives today’s special education, specifically with regards to autism spectrum disorders (ASD). With the increasing prevalence of ASD (Autism Society of America, 2006) and continued teacher shortages in the field of special education (U.S. Department of Education, 2006), professionals in all areas of education must assume increasing responsibility for the education of children with ASD. It is critical that those entering the workforce receive the support and professional development necessary to retain them in their positions (Katsiyannis, Zhang, & Conroy 2003). The Individuals with Disabilities Education Improvement Act of 2004 explores the need for “the development and use of proven, cost effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning (P.L. 108-446, 118 Stat. 2772).” This study sought to determine the effectiveness of Module Two: Opening the Doors of Communication for Children with Autism Spectrum Disorder, a web-based module, as a means to disseminate information to parents and professionals working with children with ASD. The study utilized 121 graduate students seeking degrees in various educational fields from three West Texas universities. This study assessed the overall effectiveness of the Communication Module by measuring the extent of knowledge gained through the viewing of the module, analyzing the appropriateness and accessibility of its implementation, and determining whether an individual’s past experiences and knowledge could serve to predict their perceptions of the module’s content and design. Data analysis substantiated the module’s worth as a professional development tool. Participants who had access to the Communication Module exhibited significant gains in their content knowledge. Furthermore, those participants reported high levels of satisfaction with the module. Results from data analysis led the researcher to propose four practical implications for using the module as a parent information and professional development tool: improvement in strategy presentation, incorporation of a summary page, reworking of technology, and revisitation of the information. In education, the ultimate concern is for the well-being of the children. Providing individuals with the necessary information will, undoubtedly, help ensure that children receive the best education possible.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/20116en_US
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.rights.availabilityUnrestricted.
dc.subjectProfessional developmenten_US
dc.subjectInterventionen_US
dc.subjectCommunicationen_US
dc.subjectAutismen_US
dc.titleDeveloping an understanding of communication issues in autism spectrum disorders using a web-based training module
dc.typeDissertation

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