Preservice Special Education Teacher Self-Efficacy with Evidence-Based Practices for Communication.
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| 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193893613 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preservice Special Education Teacher Self-Efficacy with Evidence-Based Practices for Communication. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Oliver%2C+Kelsey%22">Oliver, Kelsey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kelseyo7@hawaii.edu</i><br /><searchLink fieldCode="AR" term="%22Aiono-Conradi%2C+Lyndsey%22">Aiono-Conradi, Lyndsey</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Mar2026, Vol. 61 Issue 1, p47-67. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Best+practices%22">Best practices</searchLink><br />*<searchLink fieldCode="DE" term="%22Visual+aids%22">Visual aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Means+of+communication+for+people+with+disabilities%22">Means of communication for people with disabilities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193893613 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/21541647261439114 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 47 Subjects: – SubjectFull: Best practices Type: general – SubjectFull: Visual aids Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Special education teachers Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Means of communication for people with disabilities Type: general Titles: – TitleFull: Preservice Special Education Teacher Self-Efficacy with Evidence-Based Practices for Communication. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Oliver, Kelsey – PersonEntity: Name: NameFull: Aiono-Conradi, Lyndsey IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 61 – Type: issue Value: 1 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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