%0 Journal Article
%T Evidence
%A Sara Sorensen Petersen
%A Yun-Ju Hsiao
%J Teacher Education and Special Education
%@ 1944-4931
%D 2019
%R 10.1177/0888406418758464
%X The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., ¡°mentioned and discussed¡± or ¡°mentioned and taught through direct instruction¡±) or not addressed (i.e., ¡°never mentioned and never taught¡± or ¡°mentioned incidentally¡±) for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices
%K autism
%K autism spectrum disorder
%K evidence-based practice
%K professional development
%K teacher education program
%K teacher preparation
%U https://journals.sagepub.com/doi/full/10.1177/0888406418758464