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 |
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| Language: | English |
| Authors: | Jesse I. Fleming (ORCID |
| Source: | Education and Training in Autism and Developmental Disabilities. 2025 60(3):247-265. |
| Availability: | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325H140001 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Practices, Decision Making, Guides, Intervention, Evidence Based Practice, Preschool Children, Autism Spectrum Disorders, Special Education Teachers, Educational Strategies, Feasibility Studies, Individualized Education Programs, Skill Development, Generalization, Educational Philosophy |
| ISSN: | 2154-1647 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496444 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 2154-1647 |
