Abstract
This study examines the effect of professional development training on educators' and practitioners' knowledge of Autism and the use of culturally responsive practices. Using a single group, pre-post design, data was gathered from 34 educators and health professionals (i.e., teachers, counselors, psychologists, therapists, therapeutic care workers, social workers, and nurses) in Ethiopia. A week-long training covering ASDs and culturally responsive evidence-based training was provided to participants. Results showed significant improvement in participants' knowledge about ASD symptoms, nature, characteristics, as well as intervention selection. Participants' use of culturally informed approaches, in their area of professional service, showed a high level of participants' knowledge and low-level use of culturally responsive practices, policies, and procedures. Recommendations for addressing cultural factors impacting the diagnosis and treatment-seeking approaches to ASD in Africa are provided.
Highlights
Autism spectrum disorder (ASD) is a developmental and neurological disorder characterized by social and communication deficits as well as restricted, repetitive behavior patterns
Autism is viewed as a set of criteria, individuals on the spectrum show a range of overactive sensitivities as well as under responsive characteristics
How can helping professionals improve multicultural competencies to provide mental health service to individuals with different backgrounds?. This pre–post method was guided by a quantitative approach to examine the effectiveness of professional development training on helping professionals attain autism intervention competency
Summary
Autism spectrum disorder (ASD) is a developmental and neurological disorder characterized by social and communication deficits as well as restricted, repetitive behavior patterns. Consider this illustration adopted from Johnson [1] and reprinted with permission.
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