Autism spectrum disorder
(ASD) affects approximately 1 to 2 % of the school-age population. The majority of children with autism are
educated within the public school system, most often in general education classes,
either full- or part-time. Thus, teachers (regular and special education) and
other school personnel must be familiar with current best practices for identifying
and treating children with ASD. However, many do not have formal training in
educating and intervening with this group of children. To address the increased
need for services in school settings, it has been recommended that school
personnel participate in trainings to develop the skills and competencies necessary
to provide effective services to students with ASD.
Although a review of the literature suggests that school personnel are receiving some specialized training related to autism, there continues to be a pressing need for more continuing education opportunities and improved preparation. It is vital that school personnel understand this complex neurodevelopmental disorder in order to help students achieve positive outcomes, especially since they share the responsibility of educating the increasing number of children being identified with ASD.
Although a review of the literature suggests that school personnel are receiving some specialized training related to autism, there continues to be a pressing need for more continuing education opportunities and improved preparation. It is vital that school personnel understand this complex neurodevelopmental disorder in order to help students achieve positive outcomes, especially since they share the responsibility of educating the increasing number of children being identified with ASD.
Pilot Study
Although there is a
paucity of research focusing on school personnel's perceived and/or factual
knowledge of autism, a pilot survey published in the School
Psychologist provides us with an exploratory investigation of teacher,
counselor, and paraprofessional knowledge of autism. The survey attempted to
answer the following questions: (a) To what extent do school personnel
(teachers, counselors, and paraprofessionals) perceive that they are competent
in their understanding of autism?; (b) What is school personnel's factual knowledge
of autism (definition, assessment/diagnosis, and treatments)?; and (c) To what
extent do school personnel that work directly with students with autism differ
in their perception and factual knowledge of autism in comparison to those who
do not work with students with autism?
Participants
Fifty-four school
personnel from a southwestern state participated in the pilot survey. Participants
were school district employees enrolled in various graduate level majors who
were attending a small university (within the college of education) in the
Southwestern United States. The sample included 26 general education teachers,
14 special education teachers, 7 school counselors and 7 paraprofessionals. Seventy
percent indicated that they worked directly with students diagnosed with autism
(instructor, interventionist, care-provider, etc.), while approximately 30
percent indicated that they indirectly served students with autism (consultant,
academic planning, multidisciplinary team member, etc.). A majority indicated
that they had never participated in autism training(s) and when asked whether
they would like to take part in future training(s), most indicated that they
did not have a desire to participate.
Participants completed two
measures developed by the authors, a Perceptions Survey and a Knowledge Survey.
Both measures contained items derived from empirically-supported findings in
the research literature. The Perceptions Survey items were designed to assess
the respondents' perceived competence of their knowledge and ability to
implement research findings. The Knowledge Survey items were designed to assess
the respondents' factual knowledge of research findings about autism (definition,
assessment/diagnosis, and treatment).
Results
The results of the survey indicated
that overall, the perceived competence of general and special education
teachers, school counselors, and paraprofessional regarding their knowledge of
autism was average. Although school personnel that work directly and indirectly
with students both reported having average perceived competence, those
providing direct service had a statistically significantly higher level of perceived
competence. The results of the Knowledge Survey indicated that school personnel
who work directly with students correctly defined the disorder, while those
that do not demonstrated moderate knowledge with some errors. However, school
personnel's factual knowledge about the assessment/diagnosis and treatment of
autism was low, regardless of whether services were delivered directly or
indirectly.
Implications
The findings of this pilot
survey raise several important questions about school personnel’s perceived and
factual knowledge about autism. A majority of participants indicated they had
no prior training and expressed little interest in receiving education related
to autism in the future. This is concerning, given that all participants working
with students with autism, either directly or indirectly, reported average perceived
competence yet demonstrated a low level of factual knowledge. This divergence suggests
that teachers, school counselors, and paraprofessionals may overestimate their
factual knowledge about autism and as a result, fail to see a need for
additional training.
Despite the study’s
limitations (e.g., small sample size) and need for further research relating to
school personnel’s perceptions and knowledge, the results have significant implications
for school-based practice. For example, administrators, supervisors, and
support professionals such as school psychologists should exercise caution when
assuming that school personnel have an adequate factual understanding and
working knowledge of autism. It is also important to recognize that anecdotal
reports are insufficient when determing the need for training and that direct
assessment of factual knowledge is required. Failure to correctly identify
training needs can have a negative effect on screening/assessment and
intervention selection, planning, and implementation. The results also raise an
important question as to what extent school personnel’s perceived knowledge
about autism might limit their willingness to participate in training and
contribute to resistance in consultation.
Conclusion
There is a critical need
for more coordinated efforts among community and school professionals for the
training of teachers in evidence-based instruction and behavioral management
practices for children with ASD. Because the knowledge base in ASD is changing
so rapidly, it is imperative that school personnel remain current with the
research and up to date on scientifically supported approaches that have direct
application to the educational setting. For example, some intervention and
assessment procedures require a specific knowledge base and skills for
successful implementation. It is vital that service providers understand best
practice procedures across school, community, and home settings. School personnel
can help to ensure that students with ASD receive an effective educational
program by participating in training programs designed to increase their understanding
and factual knowledge about assessment and intervention /treatment approaches.
Key Sources
Azad, G., & Mandell, D. S. (2016). Concerns of parents and
teachers of children with autism in elementary school. Autism : The International
Journal of Research and Practice, 20(4), 435–441.
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Baker, Laura Nichole, Perceived Levels of Confidence and
Knowledge of Autism Between Paraprofessionals in Kentucky Schools and Parents
of Children with Autism (2012). Online Theses and Dissertations. 106.
https://encompass.eku.edu/etd/106
Evidence-Based Practice and Autism in the Schools an
educator’s guide to providing appropriate interventions to students with autism
spectrum disorder 2nd Edition National Autism Center | Randolph, Massachusetts
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Life Journey Through Autism: An Educator’s Guide to Autism. Organization
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https://researchautism.org/education/teachers-corner/
Wagner, S. (2014). Continuum of services and individual plan process. In L. A. Wilkinson (Ed.). Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools. Washington, DC: American Psychological Association.
Wagner, S. (2014). Continuum of services and individual plan process. In L. A. Wilkinson (Ed.). Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools. Washington, DC: American Psychological Association.
Wilkinson, L. A. (Ed.) (2014). Autism spectrum disorder in
children and adolescents: Evidence-based assessment and intervention in schools.
Washington, DC: American Psychological Association.
Wilkinson, L. A. (2017). A best practice guide to
assessment and intervention for autism spectrum disorder in schools (2nd
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Lee A. Wilkinson, PhD, is a licensed and nationally certified school psychologist and a certified cognitive-behavioral therapist. He is author of the award-winning books, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools and Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT. He is also editor of a text in the APA School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools. His latest book is A Best Practice Guide to Assessment and Intervention for Autism Spectrum Disorder in Schools (2nd Edition).