A survey was sent to classroom teachers in Central Florida educating students with autism spectrum disorder (ASD) to investigate: 1) intervention practices currently used in the classroom for students with ASD; 2) if the interventions being used are evidence-based, and; 3) if there a difference in use of evidence-based interventions between teachers with the Florida Autism Endorsement and teachers without the Endorsement. A nonprobability purposive study was conducted via an email-based survey. The survey was designed using the tailored design method and was created in Qualtrics.com, an online survey software program. The survey was divided into three major sections: an intervention section which included a variety of evidence and non-evidenced-based practices drawn from the current research literature; a section focused on how teachers select the interventions they use in their classrooms; and, a demographic section. The survey was sent via email to classroom teachers registered with University of Central Florida Center for Autism and Related Disabilities. Participant inclusion criteria included: 1) currently a classroom teacher in a Central Florida, and 2) at least one student with ASD in the classroom. Forty surveys were completed for a ten percent response rate. Results indicated that a variety of evidence- based and non-evidence-based interventions were being used in classrooms. The top three reported interventions were Visual Supports (95 %), Computer Program Applications (93%), and Social Stories (73 %). Based on current empirical evidence, these top three interventions have insufficient evidence regarding their efficacy for use with students with ASD. In addition, two of the interventions reported to be used have a negative evidence base suggesting they may be harmful for some students with ASD. There were no significant differences between teachers with the Florida ASD Endorsement and teachers without
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Schwartz, Jamie B.
Bachelor of Science (B.S.)
College of Health and Public Affairs
Communication Sciences and Disorders
Dissertations, Academic -- Health and Public Affairs; Health and Public Affairs -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Twyman, Allison, "An Investigation Into the Use of Evidence-Based Interventions in Classrooms for Children with Autism Spectrum Disorder" (2015). HIM 1990-2015. 1822.
Restricted to the UCF community until 5-1-2018; it will then be open access.