Impact of Autism Competency Training on Pre-Service Teachers

Presenter: Ella Ford

Faculty Sponsor: Ashley Woodman

School: UMass Amherst

Research Area: Psychology and Behavioral Sciences

Session: Poster Session 1, 10:30 AM - 11:15 AM, 163, C28

ABSTRACT

The classroom is a formative place for children, and student teacher-relationship (STR) quality is predictive of student outcomes, making it essential to a child’s success that their teacher has the ability, resources, and confidence to support them. Autistic students often do not receive adequate support in the classroom and have more conflict in their STRs than non-autistic students. A professional development program, Smooth Sailing, was created as a response to the lack of resources available to teachers working with autistic students, utilizing a neuroaffirming approach. Teacher participation in Smooth Sailing has led to increased student-teacher closeness for K-2 general education teachers and their autistic students. The present study extends the study sample to include pre-service teachers at a large, public university in the Northeast U.S. The purpose of this study is to assess whether the program’s content can be beneficial to undergraduate students’ understanding of autism and confidence in supporting their future autistic students. Data collection through surveys and interviews is underway, collecting qualitative and quantitative information on the effectiveness of the training. Findings from this study will provide much-needed guidance on how best to support pre-service teachers’ ability to work with autistic students in their future careers.

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