Inservice training for educators of individuals with autism

Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments

“…Consistent with previous reports on educators' training needs (i.e., Dow & Mehring, 2001;Helps, Newsom-Davis, & Callias, 1999;Scheuermann, Webber, Boutot, & Goodwin, 2003), all focus group participants indicated a need for additional training in the education of students with ASD. Training needs identified in the current study covered the full range from general information on ASD to specifics regarding program development and implementation.…”

A Preliminary Evaluation of a Statewide Professional Development Program on Autism Spectrum Disorders

“…A perception of professional confidence and competence encompasses teachers’ beliefs that they possess the ability to manage the learning and behaviors of children (Bandura, 1994). Practitioners in special education report benefits from ongoing in-service experiences that make them confident and competent to work with families and other professionals in designing appropriate, evidence-based instructional programs for students with ASD (Dow & Mehring, 2001). When educational professionals participate in training and follow-up technical assistance experiences, they are more likely to report increases in their confidence and skills, and demonstrate ongoing practice of newly acquired skills (Dow & Mehring, 2001; Dunst & Trivette, 2009; Joyce & Showers, 2002).…”

“…Practitioners in special education report benefits from ongoing in-service experiences that make them confident and competent to work with families and other professionals in designing appropriate, evidence-based instructional programs for students with ASD (Dow & Mehring, 2001). When educational professionals participate in training and follow-up technical assistance experiences, they are more likely to report increases in their confidence and skills, and demonstrate ongoing practice of newly acquired skills (Dow & Mehring, 2001; Dunst & Trivette, 2009; Joyce & Showers, 2002). In fact, the importance of supervision and ongoing feedback and consultation in effective educational training are emphasized as critical components for educators to be able to implement targeted interventions and teaching practices with students with ASD (NRC, 2001; Scheuermann et al, 2003).…”

“…In addition, training should focus on outcomes not only related to increasing the skill of educators to use ASD strategies but also on essential programming elements, such as creating individualized supports and services, working with families, and structuring environments (Barnhill, Polloway & Sumutka, 2011; NRC, 2001; Strain & Bovey, 2011). In general, it is agreed that effective models of professional development include ongoing opportunities for mentored experiences to aid application of training content (Dow & Mehring, 2001; Scheuermann et al, 2003). In addition, standards of the National Staff Development Council (2001) support the importance of multiple and ongoing opportunities for practitioners to network with other practitioners serving similar-type students and apply learning in their classrooms with feedback from a mentor or trained consultant.…”