Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders

• Authors: Michael Morrier, Emory University; Kristen L. Hess, Georgia State University; L. Juane Heflin, Georgia State University
• Journal Title: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
• Volume: Volume 34, Number 2
• Publisher: SAGE Publications | 2011-05-01, Pages 119-132
• Type of Work: Article | Final Publisher PDF
• Publisher DOI: http://doi.org/10.1177/0888406410376660
• Subjects: Health Sciences, General; Health Sciences, Human Development
• Keywords: autism; early childhood; elementary education; instructional practices; professional development; secondary education

Abstract

Training received by teachers of students with autism spectrum disorders (ASD) in one southern state was investigated. Teachers (n 90) reported training received via an online version of the Autism Treatment Survey. The most common type of training reported was attendance at a full- or half-day workshop; fewer than 15% reported receiving training from teacher preparation programs at colleges or universities. The types of training received did not predict the use of evidence-based practices. Individual factors related to training were not significant for education level, years of teaching students with ASD, and type of class (i.e., general or special education). The need for an increased role for personnel preparation programs for teachers of students with ASD is discussed.