Browsing by Subject "Special Education Training"

Now showing 1 - 5 of 5
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    Assessing Perceptions, Confidence, and Training Needs of Medical Students in Autism Spectrum Disorder Care
    (2018) Passwater, Canaan; Neal, Tiffany; Swiezy, Naomi
    As Autism Spectrum Disorder (ASD) becomes increasingly prevalent, addressing the stigma surrounding it is essential for improving outcomes for individuals with ASD. The Autism Knowledge Survey (AKS), originally designed to measure autism-related knowledge, may also provide insights into stigma-related beliefs held by professionals and the general public. This exploratory analysis identifies six AKS items that may reflect stigmatizing beliefs, related to misconceptions about emotional connection, cooperation, independence, and social attachment in individuals with ASD. Survey responses collected across multiple summers from educational professionals suggest that stigma and knowledge may be inversely related. By identifying which misconceptions persist, ASD training programs such as HANDS in Autism® can better tailor educational content to reduce stigma and improve the effectiveness of support systems. Further research using dedicated stigma scales is recommended to validate these preliminary findings and enhance the precision of stigma measurement across stakeholder groups.
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    Evaluating Classroom-Level Outcomes of Evidence-Based Training for Teachers of Students with Autism Spectrum Disorder
    (2014-08) Kyazike, Sharifah; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) is one of the fastest-growing developmental disabilities in the United States, requiring specialized educational approaches tailored to diverse student needs. The HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK™ framework to assess the fidelity of evidence-based practice (EBP) implementation in classroom settings. This study analyzed post-training data across five Indiana schools to evaluate how teacher performance varied by duration of HANDS training, years of teaching experience, and school setting (rural vs. urban). Performance was measured across five core domains: classroom environment, assessment, program planning, behavioral intervention, and teaching. Results indicated that longer training duration and greater teaching experience were generally associated with improved performance. However, other contextual factors such as school resources, student needs, and teacher readiness also influenced implementation outcomes. These findings support the importance of ongoing, structured professional development and fidelity monitoring to enhance the delivery of autism-specific educational strategies in schools.
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    Evaluating Knowledge and Strategy Retention Among School Personnel Trained to Support Students with Autism Spectrum Disorder: A 7-Year Review (2008–2014)
    (2015-08) Maciorowski, Gloria E; Swiezy, Naomi; Neal, Tiffany
    The HANDS in Autism® Summer Training Program provides school personnel with intensive instruction in evidence-based practices (EBPs) for supporting students with Autism Spectrum Disorder (ASD). This study evaluated the training’s effectiveness using the Assessment of Knowledge-Expanded (AoK-E®), a tool designed to measure educator knowledge in applying strategies related to classroom structure, communication, social skills, and behavior management. A total of 249 participants completed pre-training, post-training, and four-month follow-up assessments between 2008 and 2014. Results indicated statistically significant improvements in knowledge immediately after training, with sustained performance at follow-up. Participants demonstrated increased ability to identify and apply EBPs aligned with Applied Behavior Analysis (ABA) principles. These findings support the efficacy of the HANDS in Autism® training model in promoting short- and long-term retention of autism-specific strategies among educators. Future evaluation will expand to include additional measures of fidelity, satisfaction, and implementation outcomes to ensure continued program development.
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    Improving education for students with autism spectrum disorder: HANDS in Autism training and user rating profile insights
    (2024-08) Sripathi, Surya Rao; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This study evaluated the effectiveness of the HANDS in Autism® training program by analyzing pre- and post-training User Rating Profiles (URPs) completed by educators and school personnel. The training aimed to improve the implementation of evidence-based practices (EBPs) for students with Autism Spectrum Disorder (ASD). The analysis covered URP categories such as Time and Intensity, Attitude and Motivation, Knowledge and Understanding, Implementation Barriers, and Perceived Effectiveness. Post-training results showed improvements across most categories, suggesting a positive shift in perception, confidence, and application of EBPs. Findings support the importance of structured training programs in enhancing educational outcomes for students with ASD and provide insight into refining future training modules based on participant feedback.
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    Optimizing educational practices: Collaborative Sites Project
    (2024-08) Yama, Jhansi Laxmi; Neal, Tiffany; Devarapalli, Baby Amulya; Swiezy, Naomi
    This project focused on optimizing educational practices for students with Autism Spectrum Disorder (ASD) through the Collaborative Sites initiative at HANDS in Autism®. The project evaluated team training satisfaction using the "Classroom project: SY20-21" dataset, assessing components such as overall impression, team coaching, and team fidelity. Data was collected, entered into REDCap and Excel, and visualized using Power BI. Results showed that while training in the program arm was rated highly, the classroom arm revealed moderate usefulness and partial implementation, indicating areas for improvement in instructional delivery. The findings underscore the need for improved consistency in training application and targeted strategies to enhance team engagement and fidelity in educational settings.