Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland.
Lorna Barry, Jennifer Holloway, Stephen Gallagher and 1 others
PMID 34405309WHAT IT FOUND
Most Irish primary teachers have low knowledge of autism evidence-based practices, relying instead on traditional methods.
Teachers with more training and frequent access to allied health support report higher knowledge and use of these practices.
Key findings
01Teachers had low overall knowledge of autism practices, with 28 of 37 practices falling in the 'very little' or 'slight' category, while traditional teaching methods were the only practice rated with 'a great extent' of knowledge.
02Teachers with access to support professionals more than 7 times per year had the highest levels of knowledge and used evidence-based practices most frequently, whereas those with no access had the lowest.
03Teachers who received more hours of autism-specific training in their initial teacher education or continuous professional development had significantly higher knowledge and use of evidence-based practices compared to those with less training.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTsWhat it means for SLPs
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What it does not show
The study relies on self-reported data, which may not accurately reflect actual classroom practice. The cross-sectional design cannot determine causality between training/support and EBP use. Response bias is possible, as teachers with a stronger interest in autism may have been more likely to participate. The sample was limited to mainstream primary school teachers in Ireland, so findings may not generalize to other educational contexts or countries.
Declared interests
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The easy way to misread this
Do not assume that teachers' self-reported knowledge translates to effective implementation of evidence-based practices in the classroom. The study measures perception, not observed fidelity.