Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder

Abstract

Teachers’ training in and knowledge of autism spectrum disorder (ASD)–specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers’ reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices.