Training Teachers to Implement Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder

Ahmad Al-Ghamdi

doi:10.7176/jep/12-17-02

Abstract

Special education teachers are usually subjected to in-service training on Evidence-Based Practices especially those who work with students Autism Spectrum Disorder (ASD). Increasing teacher’s capability of using EBPs identified by the National Professional Development Center (NPDC) on ASD has become the most prominent need to serve students with autism. The purpose of this study was to investigate to what extent teachers’ performance is related to EBPs when they after they start their career. A mixed methods research design used in this study to explore the most prevalent practices, the common type of training on these practices, and teachers' knowledge and perceptions of using these practices. The undergraduate preparation programs and modality of training and time consuming to achieve mastery level of implementation among teachers will be discussed. Ten teachers have participated in this study. Results indicated that most of the training programs left beginner teachers underprepared to implement EPBs for teaching students with autism. Keywords: Evidence-based practice, Implementation, Teachers, Preparation, Training. DOI: 10.7176/JEP/12-17-02 Publication date: June 30 th 2021

Highlights

As movies help in bringing positive awareness on the subject of Autism Spectrum Disorder (ASD), they make teachers assume that the children with the syndrome are skilled in different aspects of education
90% of the respondents reported a similar frequency for Time Delay (TD), and 80% for Visual Support (VS)
All of the 10 responding teachers with special education credentials remain working as special educators with students on the autism spectrum in different ages

Summary

Introduction

As movies help in bringing positive awareness on the subject of Autism Spectrum Disorder (ASD), they make teachers assume that the children with the syndrome are skilled in different aspects of education. ASD is not applicable if a student’s learning performance is negatively affected due to the experience of emotional disorder (American Psychiatric Association, 2013). Children with ASD have serious deficits in social skills, and they frequently lack the ability to carry out social interactions effectively (Meyer, Mundy, van Hecke & Durocher, 2006). Their impaired communication style and inability to understand social cues will lead to adverse effects on social relationships and learning activities with their peers (Eaves & Ho, 2008; Orsmond, Krauss & Seltzer, 2004)

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