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Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism
- Source :
-
Focus on Autism and Other Developmental Disabilities . 2024 39(3):150-162. - Publication Year :
- 2024
-
Abstract
- Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices.
Details
- Language :
- English
- ISSN :
- 1088-3576 and 1538-4829
- Volume :
- 39
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Focus on Autism and Other Developmental Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- EJ1433741
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1177/10883576241232898