The Art of Selection: Understanding Teachers' Intervention Choices for Preschool Autistic Students.
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| Title: | The Art of Selection: Understanding Teachers' Intervention Choices for Preschool Autistic Students. |
|---|---|
| Authors: | Fleming, Jesse I.1 (AUTHOR) jesse.fleming@asu.edu, McClain, Suzanne2 (AUTHOR), Hugh, Maria L.3 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Sep2025, Vol. 60 Issue 3, p247-265. 19p. |
| Subject Terms: | *Autistic children, *Decision making, *Educational intervention, *Preschools, *Teachers, *Special education, Professional practice, Research protocols |
| Abstract: | Multiple reviews of research establish evidence-based practices (EBPs) that practitioners may use to support autistic children. Unfortunately, adoption of these EBPs remains variable and low, and many teachers report identifying and selecting appropriate practices for their students is a challenge. Decision-making guides informed by implementation theories and end-user considerations are needed. To identify factors that can be embedded into a decision-making guide, we surveyed 312 early childhood special education teachers and asked them to select an EBP to support a young autistic child with a social-communication goal and to explain their choice. Using both inductive and deductive qualitative approaches, we explored factors that influenced their EBP selection. Educators most often reported intervention factors as a rationale for their selection, and evaluations of interventions were frequently shaped by personal values and beliefs. Additionally, participants demonstrated a nuanced understanding of EBPs and engaged in a complex and multifaceted decision-making process when selecting interventions. Implications for policy and practice include training future and current teachers to select appropriate interventions given different students and contexts and conducting research that evaluates the feasibility, acceptability, and adaptability of EBPs. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities 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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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189687642 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Art of Selection: Understanding Teachers' Intervention Choices for Preschool Autistic Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fleming%2C+Jesse+I%2E%22">Fleming, Jesse I.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jesse.fleming@asu.edu</i><br /><searchLink fieldCode="AR" term="%22McClain%2C+Suzanne%22">McClain, Suzanne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hugh%2C+Maria+L%2E%22">Hugh, Maria L.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Training+in+Autism+%26+Developmental+Disabilities%22">Education & Training in Autism & Developmental Disabilities</searchLink>. Sep2025, Vol. 60 Issue 3, p247-265. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Autistic+children%22">Autistic children</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Research+protocols%22">Research protocols</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Multiple reviews of research establish evidence-based practices (EBPs) that practitioners may use to support autistic children. Unfortunately, adoption of these EBPs remains variable and low, and many teachers report identifying and selecting appropriate practices for their students is a challenge. Decision-making guides informed by implementation theories and end-user considerations are needed. To identify factors that can be embedded into a decision-making guide, we surveyed 312 early childhood special education teachers and asked them to select an EBP to support a young autistic child with a social-communication goal and to explain their choice. Using both inductive and deductive qualitative approaches, we explored factors that influenced their EBP selection. Educators most often reported intervention factors as a rationale for their selection, and evaluations of interventions were frequently shaped by personal values and beliefs. Additionally, participants demonstrated a nuanced understanding of EBPs and engaged in a complex and multifaceted decision-making process when selecting interventions. Implications for policy and practice include training future and current teachers to select appropriate interventions given different students and contexts and conducting research that evaluates the feasibility, acceptability, and adaptability of EBPs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities 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=189687642 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/21541647251386994 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 247 Subjects: – SubjectFull: Autistic children Type: general – SubjectFull: Decision making Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Preschools Type: general – SubjectFull: Teachers Type: general – SubjectFull: Special education Type: general – SubjectFull: Professional practice Type: general – SubjectFull: Research protocols Type: general Titles: – TitleFull: The Art of Selection: Understanding Teachers' Intervention Choices for Preschool Autistic Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fleming, Jesse I. – PersonEntity: Name: NameFull: McClain, Suzanne – PersonEntity: Name: NameFull: Hugh, Maria L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21541647 Numbering: – Type: volume Value: 60 – Type: issue Value: 3 Titles: – TitleFull: Education & Training in Autism & Developmental Disabilities Type: main |
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