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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.
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]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: A comparison of general and special education teachers' attitudes toward evidence‐based practices for students with autism spectrum disorder.
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  Data: <searchLink fieldCode="AR" term="%22Garman‐McClaine%2C+Blaine%22">Garman‐McClaine, Blaine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jul2024, Vol. 61 Issue 7, p2880-2892. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22General+education%22">General education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink>
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  Data: 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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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell 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.)
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        Value: 10.1002/pits.23195
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        Text: English
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        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Autism spectrum disorders
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      – SubjectFull: General education
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              Text: Jul2024
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