A comparison of general and special education teachers' attitudes toward evidence‐based practices for students with autism spectrum disorder.
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| Title: | A comparison of general and special education teachers' attitudes toward evidence‐based practices for students with autism spectrum disorder. |
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| Authors: | Garman‐McClaine, Blaine (AUTHOR) |
| Source: | Psychology in the Schools. Jul2024, Vol. 61 Issue 7, p2880-2892. 13p. |
| Subjects: | Special education teachers, Teacher attitudes, Autism spectrum disorders, General education, Special education |
| Abstract: | Students identified with autism spectrum disorder (ASD) benefit from the implementation of evidence‐based practices (EBPs) in all educational settings, including general education classrooms. Research indicates that EBPs are not consistently implemented across educational placements, nor are they always implemented with fidelity. One contextual factor that can influence successful EBP implementation is teacher attitudes toward an EBP. This study examined and compared the attitudes of general education and special education teachers toward EBPs. Study results suggest that special education teachers have more positive attitudes toward EBPs, while general education teachers are more likely to diverge from EBPs to support students with ASD. These findings have implications for improving the implementation of EBPs in both general and special education classrooms for students with disabilities, particularly students with ASD. Practitioner points: Although the amount of time students with autism are spending in the general education setting is increasing, there is a limited understanding of general education teachers' attitudes toward evidence‐based practices for students with autism.Compared to special education teachers, general education teachers are less open to implementing evidence‐based practices for students with autism and less likely to use evidence‐based practices even if required.Implementation strategies that target teacher attitudes toward evidence‐based practices, a malleable implementation factor, may enhance the adoption, implementation, and sustainment of evidence‐based practices for students with autism, leading to improved student outcomes. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Students identified with autism spectrum disorder (ASD) benefit from the implementation of evidence‐based practices (EBPs) in all educational settings, including general education classrooms. Research indicates that EBPs are not consistently implemented across educational placements, nor are they always implemented with fidelity. One contextual factor that can influence successful EBP implementation is teacher attitudes toward an EBP. This study examined and compared the attitudes of general education and special education teachers toward EBPs. Study results suggest that special education teachers have more positive attitudes toward EBPs, while general education teachers are more likely to diverge from EBPs to support students with ASD. These findings have implications for improving the implementation of EBPs in both general and special education classrooms for students with disabilities, particularly students with ASD. Practitioner points: Although the amount of time students with autism are spending in the general education setting is increasing, there is a limited understanding of general education teachers' attitudes toward evidence‐based practices for students with autism.Compared to special education teachers, general education teachers are less open to implementing evidence‐based practices for students with autism and less likely to use evidence‐based practices even if required.Implementation strategies that target teacher attitudes toward evidence‐based practices, a malleable implementation factor, may enhance the adoption, implementation, and sustainment of evidence‐based practices for students with autism, leading to improved student outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23195 |
