ERIC Number: EJ1139522
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Reference Count: 38
Investigation of School Professionals' Self-Efficacy for Working with Students with ASD: Impact of Prior Experience, Knowledge, and Training
Corona, Laura L.; Christodulu, Kristin V.; Rinaldi, Melissa L.
Journal of Positive Behavior Interventions, v19 n2 p90-101 Apr 2017
School professionals who work with students with autism spectrum disorder (ASD) play a significant role in the academic experiences of these students, but some evidence suggests that teachers of students with ASD experience a high risk of burnout. Research has begun to examine factors that ameliorate or prevent teacher burnout, including teacher training and teacher self-efficacy, or teachers' beliefs regarding their abilities to bring about positive outcomes for their students. The present study examined variables associated with the self-efficacy of school professionals for working with students with ASD, including knowledge about ASD, prior experience working with students with ASD, and prior training in ASD and evidence-based practices. A second goal of the present study was to investigate the impact of training on ASD and evidence-based practices on school professionals' knowledge and self-efficacy related to working with students with ASD. In particular, the participants received training on the Prevent-Teach-Reinforce model. Results of the present study suggested the importance of training to school professionals' self-efficacy, highlighting the need for continued efforts to provide quality training to individuals who work with students with ASD.
Descriptors: Autism, Pervasive Developmental Disorders, Self Efficacy, Evidence Based Practice, Knowledge Level, Experience, Training, Teachers, School Personnel, Online Surveys, Questionnaires, Predictor Variables, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
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Identifiers - Location: New York