Empirically Supported Treatments for Students with Autism: General Education Teacher Knowledge, Use, and Social Validity Ratings

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Accepted Manuscript (AM)
Author(s)
Sulek, Rhylee
Trembath, David
Paynter, Jessica
Keen, Deb
Year published
2019
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Show full item recordAbstract
Objective: To examine teachers’ knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings.
Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated.
Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more ...
View more >Objective: To examine teachers’ knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. Conclusion: Teachers’ knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
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View more >Objective: To examine teachers’ knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. Conclusion: Teachers’ knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
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Journal Title
Developmental Neurorehabilitation
Copyright Statement
© 2018 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Developmental Neurorehabilitation on 11 Oct 2018, available online: https://doi.org/10.1080/17518423.2018.1526224
Note
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Subject
Neurosciences
Neurosciences not elsewhere classified
Psychology