How do you decide what critical educational features need to be included in your service to students with autism? In the November issue of The Utah Special Educator, Cathy Longstroth (p. 75-76) outlined several characteristics of effective educational programs for students with autism. These recommendations are based upon substantial research evidence from the professional literature. You may wonder why you should design your educational programs with research in mind, when you already know "what works" for your students. On the other hand, many students with autism are hard to figure out and you may not be sure "what works" for them. In such cases, you are willing to try just about anything? If so, how much time should you spend on a particular intervention? What if the intervention sounds too good to be true--should you still try it? How do you decide what critical educational features need to be included in your service to students with autism?
Original Publication Citation
Dyches, T. T. (28). Evaluating your educational program for students with autism. The Utah Special Educator, 28(3), 8-81.
BYU ScholarsArchive Citation
Dyches, Tina Taylor, "Evaluating Your Educational Program for Students with Autism" (2008). All Faculty Publications. 926.
Utah Personnel Development Center (UPDC)
David O. McKay School of Education
Counseling Psychology and Special Education
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