scholarly journals Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 83
Author(s):  
Aitor Larraceleta ◽  
Luis Castejón ◽  
María-Teresa Iglesias-García ◽  
José Carlos Núñez
Keyword(s):  
Teacher Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Training Programs ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Service Training ◽  
Students With Autism ◽  
Spectrum Disorders

Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders

2018 ◽  
Vol 42 (3) ◽  
pp. 193-208 ◽  
Author(s):  
Yun-Ju Hsiao ◽  
Sara Sorensen Petersen
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Direct Instruction ◽  
Special Education Teachers ◽  
Training Programs ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Service Training ◽  
Students With Autism

The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., “mentioned and discussed” or “mentioned and taught through direct instruction”) or not addressed (i.e., “never mentioned and never taught” or “mentioned incidentally”) for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices.

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

scholarly journals Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Isabel R. Rodríguez ◽  
David Saldaña ◽  
F. Javier Moreno
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Perceived Needs ◽  
Attitudes Toward Teaching ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Teachers Attitudes ◽  
Education Of Students

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.

scholarly journals Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability

2020 ◽  
Vol 12 (2) ◽  
pp. 103-114
Author(s):  
Saeed Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Special Education Teachers ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Conversational Skills ◽  
Students With Autism ◽  
Training And Support

Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.

Sign in / Sign up

Export Citation Format

Share Document