Administrators' Roles in the Use and Training of Evidence-Based Practices for Students with Autism Spectrum Disorder

Autor/inn/en	Layden, Selena J.; Maydosz, Ann S.; Crowson, Teresa G.; Horn, Annemarie L.; Working, Amanda Faye
Titel	Administrators' Roles in the Use and Training of Evidence-Based Practices for Students with Autism Spectrum Disorder
Quelle	In: Journal of Special Education Leadership, 35 (2022) 1, S.33-49 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Administrator Role; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Special Education; Teaching Methods; Children; Adolescents; Late Adolescents; Training; Special Education Teachers; Administrators; Pupil Personnel Services; Teacher Attitudes; Administrator Attitudes + Suchen Sie Ihr Suchwort? Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Halbstarker; Ausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these practices have undergone a rigorous identification process, less is known about the level of training and confidence in implementation of these instructional practices by education professionals who work with students with ASD. This study assessed education professionals' (including administrators, teachers, and related services personnel) ratings of their level of training, confidence in implementation, and frequency of implementation of the NPDC's 27 EBPs for students with ASD. The authors found that, overall, educators reported low levels of training, low confidence, and low frequency of implementation of EBPs. Perhaps most alarming was the high percentage of educational professionals who reported they did not feel confident in their ability to implement identified EBPs. These findings highlight the need to provide quality training opportunities to educators to ensure school systems are meeting the unique needs of students with ASD. Administrators, in particular, need to consider their own levels of training and confidence of implementing EBPs as they often make decisions or provide input regarding professional development opportunities as well as influence decisions about students, such as placement and services provided. (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01