Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain
Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-01-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/1/83 |
| _version_ | 1797495018034823168 |
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| author | Aitor Larraceleta Luis Castejón María-Teresa Iglesias-García José Carlos Núñez |
| author_facet | Aitor Larraceleta Luis Castejón María-Teresa Iglesias-García José Carlos Núñez |
| author_sort | Aitor Larraceleta |
| collection | DOAJ |
| description | Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were <i>never taught or mentioned incidentally</i>. Finally, a higher percentage of addressing on each practice (i.e., <i>mentioned and discussed</i> or <i>mentioned and taught through direct instruction</i>) is shown in the sample of American teachers compared to the Spaniards, in both training paths. |
| first_indexed | 2024-03-10T01:42:30Z |
| format | Article |
| id | doaj.art-a3b7f28671434fe89feba5d0853f84c8 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-10T01:42:30Z |
| publishDate | 2022-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-a3b7f28671434fe89feba5d0853f84c82023-11-23T13:21:36ZengMDPI AGChildren2227-90672022-01-01918310.3390/children9010083Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in SpainAitor Larraceleta0Luis Castejón1María-Teresa Iglesias-García2José Carlos Núñez3Equipo Regional ACNEAE, Ministry of Education of the Principality of Asturias, Avenida San Pedro de los Arcos, 18, 33012 Asturias, SpainDepartment of Psychology, University of Oviedo, Plaza Feijoo s/n, 33003 Asturias, SpainDepartment of Educational Sciences, University of Oviedo, C/Aniceto Sela s/n, 33005 Asturias, SpainDepartment of Psychology, University of Oviedo, Plaza Feijoo s/n, 33003 Asturias, SpainOver decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were <i>never taught or mentioned incidentally</i>. Finally, a higher percentage of addressing on each practice (i.e., <i>mentioned and discussed</i> or <i>mentioned and taught through direct instruction</i>) is shown in the sample of American teachers compared to the Spaniards, in both training paths.https://www.mdpi.com/2227-9067/9/1/83autismteachers education programevidence-based practicesprofessional development |
| spellingShingle | Aitor Larraceleta Luis Castejón María-Teresa Iglesias-García José Carlos Núñez Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain Children autism teachers education program evidence-based practices professional development |
| title | Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain |
| title_full | Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain |
| title_fullStr | Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain |
| title_full_unstemmed | Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain |
| title_short | Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain |
| title_sort | assessment of public special education teachers training needs on evidence based practice for students with autism spectrum disorders in spain |
| topic | autism teachers education program evidence-based practices professional development |
| url | https://www.mdpi.com/2227-9067/9/1/83 |
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