Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland

Lorna Barry,Jennifer Holloway,Stephen Gallagher,Jennifer Mcmahon

doi:10.1007/s10803-021-05223-1

Abstract

Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied professionals and knowledge and use of autism EBPs in GE settings in Ireland. 369 mainstream primary school teachers reported their characteristics and their knowledge and use of EBPs. Results indicated that the majority of teachers received little initial teacher education training in autism, almost no continuous professional development (CPD) before educating a child with autism, and received little support from allied professionals. Knowledge and use of EBPs differed significantly across teacher characteristics, with findings discussed in relation to teacher training.

Highlights

In the field of autism education, a research-to-practice gap has been identified, whereby practices proven efficacious in the literature fail to be implemented in educational settings (Cook et al, 2009)
Students with autism are increasingly educated in general education (GE) classrooms by general educators who may not specialise in autism alongside their neurotypical peers (National Council for Special Education [NCSE], 2016)
This paper addresses an important gap in our understanding of how knowledge and use of autism Evidence-based practices (EBPs) can be impacted in school settings

Summary

Introduction

In the field of autism education, a research-to-practice gap has been identified, whereby practices proven efficacious in the literature fail to be implemented in educational settings (Cook et al, 2009). Evidence-based practices (EBPs) for specific use with children with autism have been identified through rigorous reviews of the literature and most recently summarised by the National Clearinghouse on Autism Evidence and Practice (NCAEP) in the United States which has identified 28 such practices (Steinbrenner et al, 2020) These practices have been associated with improved outcomes for students with autism across social, communicative and academic functioning domains among others (Odom et al, 2010; Steinbrenner et al, 2020; Wong et al, 2015);. Australian research examining general educators use of EBPs found that they used only one EBP every day (visual supports), six EBPs “some of the time” and the remaining 20 EBPs were used “rarely” or “never” (Sulek et al, 2019)

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Discussion

Conclusion