Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Comparison of Two Curricular Models of Professional Development to Increase Teacher Repertoires for Instructing Students with Autism

  • Lisa Dille, Ed.D. (Author) Georgian Court University image/svg+xml
    Lisa Dille, Ed.D., is an Assistant Professor of Education and researcher in the field of autism and special education. She holds an undergraduate degree in special education, an MA and EdM in special education, and a doctoral degree in Autism and Intellectual Disabilities from Teachers College, Columbia University. Currently, Lisa is the Chair of Special Education Programs and the Director of the Autism Institute at Georgian Court University in Lakewood, NJ in which she teaches and mentors Masters students preparing for careers in the education of individuals with autism. As a research fellow at Teachers College and in her current position at Georgian Court University, Lisa worked on numerous research projects focusing on investigating effective approaches for teaching students with autism. Her current research focuses on developing effective methods of increasing educator repertoires for instructing students with autism. Lisa is a certified special education teacher and administrator who has taught in both the private and public sector. She also is a mother of a teenage daughter with autism.
DOI
https://doi.org/10.64546/jaasep.217
Abstract
This study compared the effectiveness of two curricular models of professional development to increase teacher repertoires for instructing students with autism. Specific focus was on the use of a Blended Model of professional development in comparison to a Behavioral Model of professional development in regard to increasing teacher knowledge, teacher self efficacy, teacher self report and teacher application of instructional methods, strategies, and learning supports with students with autism. The findings suggest that when the goal is to specifically increase teaching repertoires for applying instructional methods, strategies, and learning supports to students with both mild/moderate and severe autism the blending of both behavioral and socio-emotional approaches for teaching students with autism may be more effective.
Keywords
Student Needs, Faculty Development, Teacher Competencies, Autism, Social Development, Self Efficacy
References

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How to Cite
Dille, L. (2013). A Comparison of Two Curricular Models of Professional Development to Increase Teacher Repertoires for Instructing Students with Autism. Journal of the American Academy of Special Education Professionals, 8(3), 13-32. https://doi.org/10.64546/jaasep.217

Fall 2013

Article Information

  • Article Type Articles
  • Submitted September 12, 2013
  • Published October 15, 2013
  • Issue Fall 2013
  • Section Articles
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