Evaluating Classroom-Level Outcomes of Evidence-Based Training for Teachers of Students with Autism Spectrum Disorder

Abstract

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.