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Edgar Allan Poe/Sullivan's Island Library
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West Ashley Library
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Wando Mount Pleasant Library
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Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Baxter-Patrick James Island
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Main Library
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
Mobile Library
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Phone: (843) 805-6909
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Professional Development for Working with Students with Autism Spectrum Disorders and Teacher Self-Efficacy
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- Author(s): Johnson, Alison; Soares, Lina; Gutierrez de Blume, Antonio P.
- Language:
English- Source:
Georgia Educational Researcher. 2021 18(1):1-25.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: [email protected]; e-mail: [email protected]; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
- Peer Reviewed: Y
- Source: 27
- Education Level: Elementary Education
- Subject Terms: Faculty Development; Autism; Pervasive Developmental Disorders; Students with Disabilities; Self Efficacy; Inclusion; Inservice Teacher Education; Program Effectiveness; Teacher Attitudes; Interpersonal Competence; Skill Development; Visual Aids; Interpersonal Communication; Communication Skills; Interaction; Teacher Competencies; Elementary School Teachers; Educational Legislation; Federal Legislation; Equal Education
- Subject Terms:
- ISSN: 2471-0059
- Abstract: The purpose of this pilot study was to determine the effect of teacher professional development for working with students with Autism Spectrum Disorders and teacher (N = 56) self-efficacy in the general education classroom. A pretest/posttest quasi-experimental research design was implemented. Teachers in one randomly assigned school received professional development training on research-based practices in working with students with autism to determine if the training had any effect on their perceived self-efficacy ratings and teachers in the other school were randomly assigned to serve as the control (i.e., no additional professional development training was provided during the research phase). Results showed that the training had a large positive effect on teacher self-efficacy ratings regarding working with students with autism in the inclusion classroom. Findings tentatively show the need and importance for the provision of more professional development training to general education teachers for working with students with autism to improve teacher self-efficacy and to provide the most effective and inclusive educational experience possible.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1290057
- Availability:
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