Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism. (November 2021)

• Record Type: Journal Article
• Authors: Morin, Kristi L.; Sam, Ann; Tomaszewski, Brianne; Waters, Victoria; Odom, Samuel L.
• Is Part Of: Journal of special education. Volume 55:Number 3(2021)
• Page Start: 143
• Page End: 152
• Publication Date: 2021-11
• Subjects: online learning modules -- school-based professionals -- evidence-based practices; Special education -- Periodicals; Children with disabilities -- Education -- Periodicals; 371.905
• DOI: 10.1177/0022466920958688
• Languages: English
• ISSNs: 0022-4669

Abstract

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67, 000 pre-tests completed by over 22, 000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.