Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder

Abstract

In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on Odom, Collet-Klingenberg, Rogers, and Hatton’s list of evidence-based practices (EBPs) for individuals with ASD. Training components were also categorized based on instructional format (i.e., self-instruction, individual, group). Finally, application of standards (What Works Clearinghouse [WWC]) facilitated the evaluation of each study’s rigor. Findings suggest that research has most frequently focused on individually training teachers in the use of behavioral interventions to improve students’ communication. From the evaluation of design quality, only 2 of the 23 studies met WWC quality indicators for single-case or group-design standards. A discussion of the findings, limitations to the review, and recommendations for practitioners and future research on teacher training conclude the study results.

Level of Augmentative and Alternative Communication Knowledge and Skills among Special Education Teachers for Autistic Students in Primary School

“…There are certain conditions for which autistic pupils cannot speak even when they communicate well, and that is called 'mutism' (Sakinah & Nurdin, 2014). These autistic students require teachers with unique teaching skills to assist and provide them with the most basic support skills in the aspects of communication, socialisation and behaviour (Alexander, Ayres, & Smith, 2015)the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD. Therefore, the communication skills of these students need to be stimulated and to assist them to create interest to follow through the PdPC session.…”

Improving Pre-Service Teachers’ Performance Skills Through Behavioral Skills Training

“…An eighth EBP, multiple stimulus without replacement preference assessment, was also selected. The NPDC includes "using learner preferences" as a strategy under the EBP "Antecedent-Based Interventions," and the ability to conduct preference assessments is a vital skill related to implementing EBPs (Alexander, Ayres, & Smith, 2015); therefore, the researchers included multiple stimulus without replacement among the targeted skills. Each EBP was assigned to a researcher who independently adapted the checklist.…”

Needs Analysis of Augmentative and Alternative Communication Knowledge and Skills among Special Education Teachers for Malaysian Primary Schools

“…There are also other conditions whereby autistic students cannot articulate even when they can communicate well, and this condition is referred to as 'mutism' [31,37]. Students with autism involve teachers with distinct teaching abilities to aid and offer students the rudimentary support skills in communication, behaviour, and socialisation [2]. Hence, students' communication skills must be encouraged in order to promote interest to participate in the learning and facilitating session.…”