Maria Hugh

Assistant Professor

University of Kansas

United States

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Maria Hugh is an Assistant Professor at the University of Kansas, USA. Her research primarily focuses on special education, particularly in the context of autism intervention and the preparation of educators. Recent articles by Dr. Hugh explore the importance of evidence-based practices in special education and the factors influencing the implementation of effective interventions for autistic students.

Articles (9)

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2024

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2024

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2024

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2023

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2021

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2021

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2021

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2021

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2020

Collaborators (4)

Andrea (Boh) Ford

Assistant Professor

University of Cincinnati

UNITED STATES

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Alana Schnitz

University of Kansas

UNITED STATES

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Kaitlyn Ahlers

Assistant Professor

Dartmouth College Geisel School of Medicine

UNITED STATES

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Michael Pullmann

Research Associate Professor

Washington University School of Medicine

UNITED STATES

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Maria Hugh

Research Interests

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Articles (9)

Preschool Special Educators’ Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism

Experience matters in special educators' preparation in intervention planning for autistic students

Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis

Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement

School-Implemented Interventions for Preschool to High School Students with Autism: An Update on Recent Research

Preschool teachers’ selection of social communication interventions for children with autism: An application of the theory of planned behavior

Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism: Study protocol

Professional Development to Support Teachers’ Implementation of Intensive Reading Intervention: A Systematic Review

Collaborators (4)

Andrea (Boh) Ford

Alana Schnitz

Kaitlyn Ahlers

Michael Pullmann

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