Preschool Special Educators’ Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism

Maria L. Hugh, Le Anne Johnson, Angel Fettig

Research output: Contribution to journalArticlepeer-review

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 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.

Original languageEnglish (US)
JournalFocus on Autism and Other Developmental Disabilities
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2024.

Keywords

  • age
  • autism spectrum disorders
  • educational
  • evidence based
  • personnel preparation
  • practices
  • preschool
  • special education

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