Experience matters in special educators' preparation in intervention planning for autistic students.
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| Title: | Experience matters in special educators' preparation in intervention planning for autistic students. |
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| Authors: | Hugh, Maria L.1 (AUTHOR) mariahugh@ku.edu, Horbanczuk, Stefan2 (AUTHOR), Fettig, Angel2 (AUTHOR), Locke, Jill3 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Jan2025, Vol. 25 Issue 1, p17-31. 15p. |
| Subject Terms: | *Teacher education, *Factor analysis, *Individual differences, *Services for students, Statistical significance |
| Abstract: | Educators struggle to select evidence‐based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and after completing a university course on evidence‐based practices for autistic students. We used the Theoretical Domains Framework (TDF), a comprehensive compilation of research‐based factors that influence behaviour change, to guide qualitative and quantitative data collection and analysis to identify factors that influenced SETs' decision difficulty and intention to implement instructional plans. At the beginning of the course, most SETs described a lack of familiarity, weak intentions and surface understanding of factors. At the end of the course, SETs described and reported less difficulty in intervention planning and improved knowledge of EBP, but this was not statistically significant. We discuss important individual differences related to their difficulty, consideration of collaborative and environmental factors and intentions to implement their plans, which often corresponded with their reports of applied experience. Future directions for the pre‐service preparation of special educators service autistic students are shared. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183979958 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Experience matters in special educators' preparation in intervention planning for autistic students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hugh%2C+Maria+L%2E%22">Hugh, Maria L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mariahugh@ku.edu</i><br /><searchLink fieldCode="AR" term="%22Horbanczuk%2C+Stefan%22">Horbanczuk, Stefan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fettig%2C+Angel%22">Fettig, Angel</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Locke%2C+Jill%22">Locke, Jill</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Jan2025, Vol. 25 Issue 1, p17-31. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br />*<searchLink fieldCode="DE" term="%22Services+for+students%22">Services for students</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+significance%22">Statistical significance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Educators struggle to select evidence‐based practices (EBPs) for autistic students, which is an important skill to develop for special educators in training (SETs). To examine how these SETs learn and begin to make decisions about instructional practices for autistic students to attain their goals, we interviewed and surveyed 11 SETs before and after completing a university course on evidence‐based practices for autistic students. We used the Theoretical Domains Framework (TDF), a comprehensive compilation of research‐based factors that influence behaviour change, to guide qualitative and quantitative data collection and analysis to identify factors that influenced SETs' decision difficulty and intention to implement instructional plans. At the beginning of the course, most SETs described a lack of familiarity, weak intentions and surface understanding of factors. At the end of the course, SETs described and reported less difficulty in intervention planning and improved knowledge of EBP, but this was not statistically significant. We discuss important individual differences related to their difficulty, consideration of collaborative and environmental factors and intentions to implement their plans, which often corresponded with their reports of applied experience. Future directions for the pre‐service preparation of special educators service autistic students are shared. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183979958 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1471-3802.12704 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 17 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Individual differences Type: general – SubjectFull: Services for students Type: general – SubjectFull: Statistical significance Type: general Titles: – TitleFull: Experience matters in special educators' preparation in intervention planning for autistic students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hugh, Maria L. – PersonEntity: Name: NameFull: Horbanczuk, Stefan – PersonEntity: Name: NameFull: Fettig, Angel – PersonEntity: Name: NameFull: Locke, Jill IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14713802 Numbering: – Type: volume Value: 25 – Type: issue Value: 1 Titles: – TitleFull: Journal of Research in Special Educational Needs Type: main |
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