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ERIC Number: EJ1172291
Record Type: Journal
Publication Date: 2018-Jan
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1307-9298
Evidence-Based Practices in the Public School: The Role of Preservice Teacher Training
Lauderdale-Littin, Stacy; Brennan, Mary
International Electronic Journal of Elementary Education, v10 n3 p369-375 Jan 2018
In the last twenty years, the educational system has seen a drastic increase in the number of individuals served under the category of autism spectrum disorder (ASD); which has led to an emphasis on ways in which to meet the needs of this multifaceted group of students. Although evidence-based practices (EBPs) have been identified for this population, research suggests teachers report having only moderate levels of confidence in their ability to implement these EBPs. The purpose of this review of the literature is to identify ways in which public school teachers determine the interventions used to meet the IEP goals of students with ASD, the efficacy of the chosen interventions, and the ways in which teacher preparation can be improved to ensure teachers are better able to identify and implement appropriate EBPs. Findings suggest an emphasis on coursework, and fieldwork specifically related to meeting the needs of students with ASD, should be addressed in preservice teacher training programs.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A