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

Barry, Lorna; Holloway, Jennifer; Gallagher, Stephen; McMahon, Jennifer

doi:10.31124/advance.13686640

Cited by 3 publications

(6 citation statements)

References 27 publications

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“…The dataset analysed during the current study is available in the Zenodo repository (Barry et al, 2021). To address the first research question, descriptive statistics were conducted to identify teacher position, education level, years' experience with children with autism, autism specific training, school characteristics and support from external professionals.…”

Section: Data Availability and Data Analysismentioning

confidence: 99%

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

Barry

Holloway

Gallagher

et al. 2021

J Autism Dev Disord

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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.

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Section: Data Availability and Data Analysismentioning

confidence: 99%

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

Barry

Holloway

Gallagher

et al. 2021

J Autism Dev Disord

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“…While this is an encouraging finding, few of these studies were conducted in general education settings. Despite the growing number of autistic children in general education settings ( 22 , 23 ), far less attention has been afforded to improving the instructional practices of general education teachers and paraeducators ( 24 ). It is critical not only to better understand teachers' practices but also explore the role of paraeducators in supporting teachers and included autistic children ( 25 ).…”

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confidence: 99%

“…For EBPs to be used, educators must be familiar with and trained in them. However, the extent to which general and special education teachers and paraeducators are familiar with and trained to use EBPs and the types of EBPs most germane to inclusive settings remains minimally explored ( 9 , 10 , 24 , 45 ). Studies that have examined EBP use among educators have traditionally focused on teachers and not paraeducators.…”

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confidence: 99%

“…Given that these same EBPs often are not successfully adopted, implemented, or sustained in public schools ( 15 , 46 ), familiarity and knowledge should be explored to examine this chasm. Barry et al ( 24 ) found that the majority of teachers received little initial teacher education training in autism and almost no continuous professional development before educating an autistic child. The lack of specific knowledge about the use of EBPs may impede implementation efforts to increase use, which could be addressed by more nuanced research.…”

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Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools

et al. 2022

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IntroductionEducators in public schools are required to serve students in their least restrictive environment. While many evidence-based practices (EBPs), defined as practices and strategies shown by research to have meaningful effectson outcomes for autistic students are documented in the literature, less is known about EBP use among educators in public schools.MethodsEighty-six general and special education teachers and para educators completed a survey about familiarity, training, and EBP use for included autistic children.ResultsAcross roles, educators reported familiarity (98.8%), use (97.7%), and training (83.7%) in reinforcement. They reported the least familiarity with behavioral momentum (29.1%), training in both video modeling and peer-mediated instruction and intervention (18.6%), and use of video modeling (14.0%). Follow-up interviews (n = 80) highlighted mixed understanding of EBP definitions and use.DiscussionImplications for inclusive education are discussed including autism-specific EBP training within pre-service teacher preparation programs.

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“…Specifically, more experienced ASD providers (i.e. 12 to 15 years of experience) may have greater knowledge of evidence-based practices than novices (Barry et al, 2021). Furthermore, therapeutic interventions may be difficult to implement in schools (Locke et al, 2017).…”

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Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder

Day

Rosen

Kim

et al. 2022

Autism

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Understanding the types of intervention practices familiar to transdisciplinary autism spectrum disorder providers may be critical to characterize and optimize “usual care” for common clinical concerns (e.g. internalizing, externalizing, and social challenges) among school- and transition-age autistic youth. We assessed if there is an underlying factor structure to expert providers’ familiarity with such practices, and if characteristics of experts (discipline, years’ experience, and school setting) and/or their clients (age and intellectual disability) predicted these factors. Fifty-three expert providers rated their familiarity with 55 practices via an online Delphi poll. Exploratory structural equation modeling identified latent factors of familiarity, which were regressed onto provider and client variables to identify predictors. Four factors emerged: two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Cognitive approaches were associated with practicing outside school settings and treating clients without intellectual disability, behavioral approaches with practicing in schools and the disciplines of clinical psychology and behavior analysis, engagement strategies with practicing outside school settings, and accessibility strategies with more years in practice. Findings suggest expert transdisciplinary autism spectrum disorder providers are familiar with many of the same approaches and that differences in knowledge are predicted by their discipline, treatment setting, experience, and work with youth with intellectual disabilities. Lay abstract School-age children, adolescents, and young adults with autism spectrum disorder encounter many different types of providers in their pursuit of treatment for anxiety, behavior problems, and social difficulties. These providers may all be familiar with different types of intervention practices. However, research has not yet investigated patterns in expert providers’ familiarity with different practices nor how these patterns are related to the characteristics of providers (years in practice, academic discipline, setting) and the youth (age and intellectual disability) they typically support. A panel of 53 expert transdisciplinary providers rated their familiarity with 55 intervention practices (derived from research and expert nominations) via an online Delphi poll. Advanced statistical methods were used to identify types of intervention practices with which providers were familiar, which included two approaches (cognitive and behavioral) and two strategies (engagement and accessibility). Providers who practiced outside a school setting or treated clients without intellectual disability were more familiar with cognitive approaches. Clinical psychologists, behavior analysts, and school-based providers were more familiar with behavioral approaches. Providers practicing outside school settings were also more familiar with engagement strategies, and providers with more years in practice were more familiar with accessibility strategies. These results may help families and researchers to better anticipate how services may vary depending on the types of autism spectrum disorder providers seen and work to reduce disparities in care that may result.

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

Abstract: This research was conducted with mainstream school teachers in the Republic of Ireland to examine their use and knowledge of EBPs for students with autism.

Cited by 3 publications

References 27 publications

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

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

Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools

Predictors of expert providers’ familiarity with intervention practices for school- and transition-age youth with autism spectrum disorder

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