Administrator views and knowledge of instructional practices for students with autism spectrum disorders |
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| Affiliation: | 1. The University of Texas at Austin, Department of Special Education, United States;2. The University of Texas at Austin, Department Educational Administration, United States;1. Department of Management and Leadership, Bradley University, Peoria, IL 61625, U.S.A.;2. Department of Special Education, Illinois State University, Normal, IL 61790-5910, U.S.A.;1. Lega del Filo d’Oro, Research Center, Molfetta, Italy;2. Department of Educational Sciences, Psychology, Communication, University of Bari, Italy;3. Lega del Filo d’Oro, Research Center, Lesmo, Italy;1. Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences, 1551 Shoup Court, Atlanta, GA 30322, United States;2. University of Kentucky, Department of Educational, School, and Counseling Psychology, 236 Dickey Hall, Lexington, KY 40506, United States;1. Laboratoire de Psychopathologie et Processus de Santé (LPPS, EA 4057), Institut de Psychologie, Université Paris Descartes - Sorbonne Paris Cité, 71 Avenue Edouard Vaillant, 92100 Boulogne-Billancourt, France;2. Laboratoire de Recherche sur la Famille d’Enfant Présentant un Trouble du Spectre de l’Autisme, Département de Psychologie, Université du Québec à Montréal, 100 rue Sherbrooke Ouest, H2X 3P2 Montréal, Québec, Canada;3. Laboratoire Interuniversitaire des Sciences de l’Education et de la Communication (LISEC, EA2310), Université de Strasbourg, 4 rue Blaise Pascal, 67081 Strasbourg, France;4. Ecole Supérieure du Professorat et de l’Education de l’Académie de Versailles, Université de Cergy-Pontoise, 5 rue Pasteur, 78100 Saint-Germain-en-Laye, France |
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| Abstract: | This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. |
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| Keywords: | Autism spectrum disorders Administrator knowledge and attitudes ASD interventions Instructional strategies |
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