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.