Sulek Rhylee, Trembath David, Paynter Jessica, Keen Deb
a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia.
b Autism Centre of Excellence , Griffith University , Brisbane , Australia.
Dev Neurorehabil. 2019 Aug;22(6):380-389. doi: 10.1080/17518423.2018.1526224. Epub 2018 Oct 11.
: To examine teachers' knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. : Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. : Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. : Teachers' knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
为了考察教师对自闭症谱系障碍（ASD）儿童的实证支持治疗（ESTs）的了解和使用情况，以及他们在普通教育环境中认为这些治疗具有社会效度的程度。总共155名普通教育教师完成了一项在线调查，该调查考察了针对入学准备技能的ESTs的知识、使用情况和感知到的社会效度。研究了所获取的信息来源以及知识、使用情况和社会效度与人口统计学变量之间的关系。教师报告了对所有ESTs的了解并正在使用这些治疗方法。ESTs的使用频率高于非ESTs。ESTs的知识、使用情况和社会效度密切相关。教师报告说他们获取了一系列信息来源，并且对这些来源的信任程度各不相同。教师对ASD儿童可用的ESTs的了解与他们的使用情况相关。提高对ESTs社会效度的认识，以及如何将其成功应用于课堂环境，将影响其采用率。
