Statewide Assessment of Professional Development Needs Related to Educating Students with Autism Spectrum Disorder

Autor/inn/en	Brock, Matthew E.; Huber, Heartley B.; Carter, Erik W.; Juarez, A. Pablo; Warren, Zachary E.
Titel	Statewide Assessment of Professional Development Needs Related to Educating Students with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 29 (2014) 2, S.67-79 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614522290
Schlagwörter	Autism; Pervasive Developmental Disorders; Faculty Development; Special Education; Special Education Teachers; Elementary School Teachers; Secondary School Teachers; Administrators; Surveys; Teacher Attitudes; Administrator Attitudes; Self Esteem; Interests; Educational Needs; Evidence; Educational Benefits; Tennessee + Suchen Sie Ihr Suchwort? Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Survey; Umfrage; Befragung; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Bildungsinteresse; Educational need; Bildungsbedarf; Evidenz; Bildungsertrag
Abstract	Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators in a southern state about professional development related to educating students with ASD. Specifically, we were interested in confidence in implementation of evidence-based practices, interest in accessing training on these topics, perceived benefit of different avenues of professional development, and interest in accessing these avenues. Overall, teachers were not very confident in their ability to implement evidence-based practices and address important issues for students with ASD. Surprisingly, lower confidence was not related to increased interest in training. In addition, teachers and administrators perceived workshops to be a more beneficial and attractive avenue of professional development compared with coaching, despite empirical evidence to the contrary. We offer possible explanations for these findings and share implications for administrators, technical assistance providers, and policy makers who make decisions about professional development opportunities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10