The purpose of this quantitative correlational research study was to examine the extent that teaching experience affected the knowledge, implementation, and perceived skill level in implementing the 27 evidence-based practices (EBPs) established by the National Professional Development Center for Autism Spectrum Disorder. The study was conducted in the state of Iowa, with special education teachers from fourteen different school districts. Survey responses were gathered from 228 special education teachers. Of the 228, there were 48 novice teachers and 180 veteran teachers. Novice teachers were classified as having less than three years of teaching experience and veteran teachers with more than three years. Based on the data, results showed that as experience tended to increase from less than three years of experience to more than three years, the scores on EBPs knowledge, implementation, and perceived skills also tended to increase. The results of the study found a positive correlation (r = .26, p = .001) between years of teaching experience and knowledge of EBPs, a positive correlation (r = .22, p = .001) between years of experience and EBP implementation, and a positive correlation (r = .26, p = .002) between years of experience and perceived skill level in implementation. This small effect size indicates that as experience increased, there was a positively correlated increase of teacher knowledge and implementation of the EBPs to use when working with students with autism.
|Commitee:||Casteel, Alex, Miller, Heather, Nicholson, Briana, Russell, Roxana|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Disability studies, Special education, Teacher education|
|Keywords:||Autism, Evidence-based practices, Evidence-based practices inventory, Special education teachers, Teaching experience|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be