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Special Education Teacher Training to Address Challenging Behaviors for Students with ASD in the Classroom Setting: A Systematic Review of the Literature

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Abstract

As the number of children diagnosed with autism spectrum disorder (ASD) increases, the need for well trained teachers who can implement behavior interventions also increases. The current study examines the available research to determine which methods of training are most effective in increasing teacher fidelity to implement behavior interventions. The method of training and the teacher fidelity post training were examined. Electronic database searches of Education Resources Information Center (ERIC), APA PyschINFO, and hand searches were conducted. Results revealed varying training methods and combinations of those methods can be deemed effective in increasing teacher fidelity. A system was created and implemented to categorize the results of teacher fidelity for each study. Directions for future research and practice are discussed.

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Authors and Affiliations

  1. College of Education, University of North Georgia, 82 College Circle, Dahlonega, GA, 30597, USA

    Chelsea Marelle

  2. Georgia State University, Atlanta, GA, USA

    Emily Tanner & Claire Donehower Paul

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  1. Chelsea Marelle
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  2. Emily Tanner
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Correspondence to Chelsea Marelle.

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Marelle, C., Tanner, E. & Paul, C.D. Special Education Teacher Training to Address Challenging Behaviors for Students with ASD in the Classroom Setting: A Systematic Review of the Literature. Rev J Autism Dev Disord (2023). https://doi.org/10.1007/s40489-023-00404-3

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