Publication Date

2022

Document Type

Article

Description

Given the increase in autism spectrum disorder (ASD) prevalence rates (CDC, 2021), educators are more likely than ever to serve autistic students across educational environments. The literature suggests that educator knowledge of ASD may be poor and impact effectiveness in working with students (Gómez-Mari, 2021). This study will examine knowledge about ASD in a large sample of educators from New York state (N=400) using data from an online survey. Autism knowledge was measured using the ASK-Q, a measure validated and designed to reliably identify gaps in ASD knowledge across cultures and professions (Harrison, 2017). Regression analyses will be used to examine the association between years of experience and other demographic variables (e.g., age, educator type) with educators’ ASD knowledge across specific domains—diagnosis and symptoms, etiology, treatment, and stigma. Implications are relevant to identifying demographic-specific training needs and developing resources for educators working with autistic students.

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Examining the Relationship between ASD Knowledge and Educator Experience in a NY State Sample

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