ASD Teacher knowledge of ABA Brian Fennell, PhD and Karola Dillenburger, PhD, BCBA-D Queen’s University Belfast, Northern Ireland Abstract/ Introduction Correct responses Conclusions and Recommendations With rising numbers of school-aged children with autism educated in mainstream classrooms and applied behavior analysis (ABA) considered the basis of best practice (National Standards Project, 2015), teachers’ knowledge in this field has become a key concern for inclusion. Presently, estimated prevalence rates for autism in the school population are 2% (CDC, 2015) but this is likely an underestimation given that in the UK-wide Millennium Cohort Study (n=18,000+) parents of 3.5% of 11 year-olds were told that their child has autism (Dillenburger et al. 2015). While UK and Irish governments support an eclectic approach to education (Parsons et al. 2009; DENI, 2002; Cumine et al. 2000) and health care interventions for children with ASD, US governments endorse evidence-based practices (EBP) grounded in applied behavior analysis. There is a clear need for teachers in mainstream classes, as well as special education, to have expertise in ASD and evidence-based educational interventions (Alexander et al. 2015; Koegel et al. 2012). Given that initial teacher training entails very little input about autism (Dillenburger et al. 2014), much rides on the quality and content of continuous professional development (Jones, 2002; Odom et al. 2010). In this research self-reported knowledge of ABA of special needs teachers (n=165) was measured and compared to their actual knowledge of ABA demonstrated in accurate responses to a multiple-choice test. Findings reported here show that teachers’ self-perceived knowledge exceeded actual knowledge and that actual knowledge of ABA was not related to training received by government agency. Implications for teacher training are discussed. Percentage of correct response for each survey item by knowledge-level groups Respondents in the ‘little’ knowledge group outperformed those in the ‘good’ knowledge group in 3/11 survey items. There is a mismatch between perceived knowledge and performance on assessment. All respondents in ‘good’ knowledge group report PD in ABA provided by Dept. of Education. Prior to this study, PD for teachers in Ireland did not include data collection of learner outcomes. Pre/post testing of participant knowledge is necessary to determine effectiveness of PD provision. Collect and maintain a database of individual teacher participation in PD. Require minimal acquisition of knowledge evidenced by post-training assessment. Require teachers of students with ASD to have advanced training/ certification in effective methodologies (i.e. ABA). Results 35.8% report ‘good/ very good’ knowledge of ABA (n=59) 50.3% report ‘somewhat/ little’ knowledge of ABA (n=83) Three teachers (5.1%) of the ‘good’ knowledge group correctly identified the significance of social reinforcement dimension of ‘time out’ procedures. Less than 40% of those with ‘good’ knowledge recognized the goal of ABA interventions to improve ‘socially significant’ behaviors. More than 50% of those with ‘little’ knowledge of ABA responded correctly on this item. 39% of teachers with ‘good’ knowledge and 23% of those with ‘little’ knowledge had knowledge of an ABC (antecedent-behavior-consequence) data collection chart. References Alexander, J. L., Ayres, K. M., & Smith, K. A. (2015). Training teachers in evidence-based practice for individuals with autism spectrum disorder: A review of the literature. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 38(1), 13-27. CDC. (2015). Autism spectrum disorders (ASD): Data and statistics. Centers for Disease Control and prevention. Retrieved from http://www.cdc.gov/ncbddd/autism/data.html Cumine, V., Leach, J., & Stevenson, G. (2000). Autism in the early years: A practical guide. London: David Fulton Publishers. Department of Education (NI). (2015). Middletown Centre for autism. Training for professionals. Retrieved from https://www.middletownautism.com/training-for-professionals/ Dillenburger, K., Jordan, J., McKerr, L., & Keenan, M. (2014). The millennium child with autism: Early childhood trajectories for health, education and economic wellbeing. Developmental Neurorehabilitation, (0), 1-10. Dillenburger, K., Röttgers, H., Dounavi, K., Sparkman, C., Keenan, M., Thyer, B., & Nikopoulos, C. (2014). Multidisciplinary teamwork in autism: Can one size fit all? The Australian Educational and Developmental Psychologist, 31(02), 97-112. Jones, G. (2002). Educational provision for children with autism and Asperger syndrome: Meeting their needs (First ed.). London: David Fulton Publishers. Koegel, L., Matos-Freden, R., Lang, R., & Koegel, R. (2012). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 19(3), 401-412. National Standards Project. (2009). National standards project report. (). Randolph, Massachusetts: National Autism Center. Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275-282. Parsons, S., Guldberg, K., MacLeod, A., Jones, G., Prunty, A., & Balfe, T. (2009). International review of the literature of evidence of best practice provision in the education of persons with autism spectrum disorders. (No. 2). Trim, Co. Meath, Ireland: National Council for Special Education. Table The following table presents the correct, incorrect, and nonresponse data for the survey items on ABA knowledge of all respondents. Objectives What percentage of participants undertook specific professional development in the area of ABA? In 2012 approximately 320 teachers were designated specifically for classes of students with ASD (SESS, 2013). How many of these were competent in the knowledge of ABA methodologies? How do teachers with a self-reported good knowledge of ABA compare to those with little understanding of the science of behavior in answering basic questions about ABA? Contact Details Brian Fennell: bfennell01@qub.ac.uk or bfennell@icloud.com