Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

Abstract

ABSTRACT Background Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective To better understand EBP training practices, this study employs both quantitative and qualitative methods to examine EBP training experiences accessed by educators of different roles. Method Eighty-one participants (special education teachers, general education teachers, and paraeducators) serving autistic children in public schools completed an exhaustive survey on professional development, as well as a complementary semi-structured interview. Results Special education and general education teachers had similar patterns in terms of the types of training and providers they accessed. Compared to paraeducators, general and special educators were more likely to report accessing Teacher Preparation or Educator Certification Programs and School or District In-Service. The type of provider conducting the training also differed by role, with general educators being more likely to receive training from Higher Education Faculty, District Coaches, and Supervisors, and paraeducators more likely to receive training from Teachers. Special education teachers, general education teachers, and paraeducators also reported qualitative differences in their training experiences and needs. Conclusions This study provides valuable EBP training suggestions synthesized from the perspectives of educators working together to support autistic students. One recommendation is the facilitation of opportunities for educators to train and work together across roles, as well as the personalization of these trainings for educators of different roles, fostering a more comprehensive understanding of the needs of autistic students and promoting consistent EBP utilization.