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dc.contributor Schulte, Ann K.
dc.contributor.advisor Zartman, Charles G.
dc.contributor.author Volmer, Catherine A.
dc.contributor.other Whitney, Erin
dc.date.accessioned 2019-10-02T22:32:51Z
dc.date.available 2019-10-02T22:32:51Z
dc.date.issued 2019-10-02
dc.identifier.uri http://hdl.handle.net/10211.3/213489
dc.description.abstract Most professions have specific phrases used in order to prove the importance of the statement. In education, the phrase evidence-based practice is employed to show significance to a strategy. Although the term is used to prove a point, many educators don’t really know what it means. General education teachers are told to do something because it is considered evidence-based, but are not always given the tools or strategies to implement the evidence-based practice correctly. This is especially obvious when working with autistic students. This paper gives a history of special education, history of autism, defines evidence-based practices and has a guide for general education teachers. Appendix A gives general education teachers easy, practical, and quick ways to support autistic students using evidence-based practices. en_US
dc.description.sponsorship CSU, Chico en_US
dc.language.iso en_US en_US
dc.subject Special education en_US
dc.subject Educators en_US
dc.subject Teachers en_US
dc.subject Reward systems en_US
dc.title Implementing behavioral evidence-based practices to integrate autistic students in general education classrooms en_US
dc.college Communication and Education en_US
dc.program Education en_US
dc.degree MA en_US


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