Physical Educators' Training and Confidence in Implementing Evidence-Based Practices for Students With ASD.

Area of Science:

• Special Education
• Physical Education
• Autism Spectrum Disorder Research

Background:

• Educators must use evidence-based practices (EBPs) for students with autism spectrum disorder (ASD) to improve outcomes.
• Physical education (PE) teachers frequently encounter students with ASD in educational settings.
• There is limited understanding of PE teachers' training and confidence in applying EBPs for students with ASD.

Purpose of the Study:

• To investigate the training levels and perceived confidence of PE teachers in implementing EBPs for students with ASD.
• To identify potential gaps in professional development for PE teachers regarding ASD support.

Main Methods:

• Survey methodology was employed to gather data from PE teachers.
• The survey assessed teachers' reported training in EBPs and their confidence in applying these practices for students with ASD.

Main Results:

• PE teachers reported minimal formal training in specific EBPs for students with ASD.
• Despite limited training, PE teachers expressed a relatively high level of confidence in supporting students with ASD.
• A discrepancy exists between reported training and self-perceived confidence.

Conclusions:

• Further research is needed to explore the factors contributing to PE teachers' confidence.
• Implications for professional development and pre-service training programs for PE teachers are discussed.
• Strategies to enhance PE teachers' capacity to implement EBPs for students with ASD should be developed.