The Outcomes of a Training Program to Support Youth With Autism Spectrum Disorders in Mainstream Schools

Project Number
OER 66/12 KP

Project Duration
May 2013 - March 2019


This study seeks to evaluate the impact of a teacher professional development program to support students with autism spectrum disorders (ASD) in secondary schools on (a) teacher efficacy, (b) teacher inclusive disposition, (c) teacher stress, and (d) teacher rated student behavior. A randomized control experimental design will be adopted with one intervention group (n = 30) and a waiting list control group (n = 30) to address the research questions. The participants of this study are 60 teachers of students with ASD. Half of these participants will be randomly assigned into an intervention group and the other half will be randomly assigned to a waiting list control group that will receive the intervention one semester (six months) after the experimental group. The intervention consists of a two-day workshop consisting of about six hours of instructional activities each day. Following that, there are two planned follow-up workshops (three-hours each) one and two terms after two-day workshops. Teacher variables measured include knowledge about ASD, perceptions towards inclusive education, teacher efficacy for inclusive practices, and teacher stress. Teacher-rated student measures include anxiety, as well as internalizing and externalizing behavior problems. The findings will be interpreted within the light of the efficacy of such a professional development program for teachers.

Funding Source

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