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Autism Spectrum Disorder (ASD) is becoming more prevalent in our society. The Center for Disease Control (CDC) estimates that 1 in 68 children are diagnosed with autism. Schools are seeing more students identified with ASD enrolled in the general education setting. This has become a challenge for teachers who are not prepared to differentiate instruction for a student with ASD in the least restrictive environment (LRE) of the general education classroom. The purpose of this phenomenological study, using a mixed-methods survey, is to explore licensed teachers’ awareness of academic and behavior evidence-based practice (EBP) and if they are implemented in their classroom for students with ASD. Nineteen teachers from a suburban elementary school in northern Indiana participated in an anonymous and voluntary Google Forms survey. The initial results showed that most had experienced a student with ASD in their classroom and more than half are using at least one or two academic or behavioral EBP strategies. Preliminary results indicate that teachers do use behavioral and academic strategies in their classrooms. The 66% of teachers want to learn behavior de-escalation techniques and 55% of teachers want to learn academic prompting strategies. The majority of participants did feel like professional development would be helpful to enhance their classroom strategies.
Berger, Cindy, "Evidence-Based Practices For Students with Autism Spectrum Disorder in General Education" (2018). 2018 IPFW Student Research and Creative Endeavor Symposium. 40.