Educators in public schools face the critical task of supporting autistic students in inclusive settings. The recent study, "Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools," provides valuable insights into this challenge. This blog will summarize key findings and offer actionable steps for practitioners to enhance their skills.
Key Findings
The study surveyed 86 educators, including general and special education teachers and paraeducators, about their familiarity, training, and use of evidence-based practices (EBPs) for autistic students. Here are the key findings:
- High Familiarity and Use: Most educators reported high familiarity (98.8%) and use (97.7%) of reinforcement techniques.
- Low Familiarity and Use: Practices like video modeling (44.2% familiarity, 14.0% use) and behavioral momentum (29.1% familiarity, 19.8% use) were less known and utilized.
- Training Gaps: Only 18.6% of educators reported receiving training in video modeling and peer-mediated instruction and intervention.
- Role Differences: General education teachers had significantly less familiarity, training, and use of EBPs compared to special education teachers and paraeducators.
Actionable Steps for Practitioners
Based on these findings, here are some recommendations for educators to improve their skills and better support autistic students:
1. Enhance Training Programs
Schools should prioritize professional development opportunities focusing on lesser-known EBPs like video modeling and behavioral momentum. Specialized training can bridge the gap between familiarity and effective use.
2. Foster Collaboration
Creating a collaborative environment where general and special education teachers and paraeducators can share knowledge and strategies can lead to better implementation of EBPs. Regular meetings and shared planning time can be beneficial.
3. Utilize Available Resources
Educators should leverage existing resources and tools to enhance their understanding and application of EBPs. For example, the National Professional Development Center on Autism Spectrum Disorder offers a comprehensive list of EBPs.
4. Conduct Further Research
Educators should be encouraged to stay updated with the latest research and consider participating in studies to contribute to the evolving understanding of effective practices for autistic students.
Conclusion
Implementing EBPs effectively can significantly enhance the inclusion and retention of autistic students in general education settings. By focusing on targeted training, fostering collaboration, utilizing resources, and engaging in ongoing research, educators can create more supportive and inclusive environments for all students.To read the original research paper, please follow this link:
Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools.
