Discipline: Educational Management
Students may lack engagement and motivation and exhibit challenging classroom behaviors, particularly those with autism spectrum disorder (ASD). Thus, this study determined the level of implementation and the effectiveness of select evidence-based practices (EBPs) implemented self-monitoring, modeling, and exercise, particularly in the therapeutic integration program for middle school and high school students with autism in Maryland. The researcher used a mixed research design in gathering the data. The respondents of the research were supervisors, caregivers, and parents of children with ASD. The data gathered were treated and interpreted using frequency count and percentage for the profile variables. The Chi-square test was used to determine if there exists a significant relationship between the variables of the study. The results showed that the selected EBPs were not frequently implemented in the integration center. It was revealed that self-monitoring, modeling, and exercise were very effective. The problems in the implementation of EBPs were lack of time, lack of instruction, and the implementers’ lack of motivation. A significant relationship existed between the age of the respondents and modeling, exercise, and level of implementation. An evidence-based practice observed a significant relationship between years of service and self-monitoring.
ISSN 2960-365X (Online)
ISSN 2945-4603 (Print)
Philippine E-Journals
