DOI
https://doi.org/10.25772/QV9Z-7556
Defense Date
2014
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Evelyn Reed, Ph.D.
Second Advisor
Donna Gilles, Ed.D.
Third Advisor
Dawn Hendricks, Ph.D.
Fourth Advisor
Colleen Thoma, Ph.D.
Fifth Advisor
Angela Wetzel, Ph.D.
Abstract
ABSTRACT
PREPARING TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER: EVIDENCE-BASED PRACTICES AND TEACHER SELF-EFFICACY
By Jane E. Strong
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2014
Major Director: Evelyn Reed, Ph.D., Associate Professor
Department of Special Education and Disability Policy
School of Education
There is a need for intensified, rapid, and special emphasis on training of teachers for students on the autism spectrum (NRC, 2001). The current movement in the field emphasizing the use of evidence-based practices in designing instructional methods should be emphasized during teacher preparation and professional development activities to increase teacher effectiveness. Further, it has been established that a teacher’s sense of self-efficacy (Bandura, 1979; Hoy & Tschannen-Moran, 1998) impacts his/her performance and that of his/her students. The purpose of this study was to discern and describe teachers’ perceptions of their self-efficacy following professional development that includes training in the use of evidence-based practices. This was accomplished through analysis of survey data, field based observations and interviews from teachers completing their Post-baccalaureate Graduate Certificate in Autism Spectrum Disorders at a large, urban university in a mid-Atlantic state. To add to the literature base about the influence of ASD-focused professional development, this study examined teacher perceptions of the professional training and the relationships between teachers’ knowledge and skill acquisition and self-efficacy.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-15-2014