The Challenges Affecting the In-Service Training of Teachers of Students with Autism Spectrum Disorder on Evidence-Based Practice

Abstract

The in-service training of teachers of students with autism spectrum disorder (ASD) based on evidence-based practice (EBP) is subject to many challenges. This study explores the challenges encountered when training teachers of ASD students on EBPs and identifies suggestions for improvement. Method. Grounded Theory (GT) was used to guide data collection and analysis and develop a theoretical explanation based on data reported by 10 teachers of ASD students who were intentionally selected according to specific criteria. Data was collected inductively during individual interviews, and documents pertaining to the 33 participants were also analysed. Results. The study employed Reality Change Theory (RCT), illustrating the reality of the challenges facing the in-service training of teachers of ASD students on EBPs and making suggestions to change that reality. Several categories of challenges emerged, including: (1) access obstacles; (2) a lack of effectiveness; (3) implementation barriers; and (4) desired quality, which is related to teachers' proposals to improve the training. Conclusions. The qualitative results produced provide an in-depth understanding derived from teachers’ data and their experiences of the challenges facing in-service training on EBPs, in addition to suggestions to help change reality and improve the quality of future training.