Perceptions of 10 Special Education Administrators on Professional Development for Educators Working with Students with ASD

Abstract

ABSTRACT Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching; participant-centered training; systematic barriers to effective training; the gap of administrator knowledge and application; and the COVID-19 impact. Findings and implications are discussed.