Preservice Special Education Teacher Self-Efficacy with Evidence-Based Practices for Communication.
Saved in:
| Title: | Preservice Special Education Teacher Self-Efficacy with Evidence-Based Practices for Communication. |
|---|---|
| Authors: | Oliver, Kelsey1 (AUTHOR) kelseyo7@hawaii.edu, Aiono-Conradi, Lyndsey2 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Mar2026, Vol. 61 Issue 1, p47-67. 21p. |
| Subject Terms: | *Best practices, *Visual aids, *Teaching methods, *Teacher education, *Special education teachers, *Communicative competence, Self-efficacy, Means of communication for people with disabilities |
| Abstract: | Teacher self-efficacy is crucial for improving classroom dynamics and student outcomes, and decreasing teacher burnout. While some studies assess preservice teacher self-efficacy for educating students with extensive support needs, there is a dearth of research focused on self-efficacy with specific evidence-based practices that support communication. This study used a mixed-methods convergent research design to assess the competence and confidence with implementing evidence-based practices for communication skills for 14 preservice special education teachers after completion of a university course. Quantitative data demonstrated significant increases in competence and confidence for all items assessed. Qualitative data revealed that teachers perceived visual supports, Pivotal Response Training, and modeling/role playing to be the easiest strategies to implement, while Augmentative and Alternative Communication devices, collecting and analyzing data for Individual Education Program goals, and Peer-Mediated Instruction and Intervention were the most challenging. This article discusses implications for future research and preservice teacher preparation. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Teacher self-efficacy is crucial for improving classroom dynamics and student outcomes, and decreasing teacher burnout. While some studies assess preservice teacher self-efficacy for educating students with extensive support needs, there is a dearth of research focused on self-efficacy with specific evidence-based practices that support communication. This study used a mixed-methods convergent research design to assess the competence and confidence with implementing evidence-based practices for communication skills for 14 preservice special education teachers after completion of a university course. Quantitative data demonstrated significant increases in competence and confidence for all items assessed. Qualitative data revealed that teachers perceived visual supports, Pivotal Response Training, and modeling/role playing to be the easiest strategies to implement, while Augmentative and Alternative Communication devices, collecting and analyzing data for Individual Education Program goals, and Peer-Mediated Instruction and Intervention were the most challenging. This article discusses implications for future research and preservice teacher preparation. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 21541647 |
| DOI: | 10.1177/21541647261439114 |
