2016 Gatlinburg Conference Poster
PS-36
Title: Preparing M.A. Degree/Autism Specialists to Sustain Use of Evidence-Based Practices
Authors: Laura J. Hall, Bonnie Kraemer, Christopher Brum
Introduction: Attrition rates in special education are notoriously high with research revealing that special education teachers
often exit the field within three to five years of beginning practice (McLeskey & Billingsley, 2008) leaving students with
disabilities and their families without the benefit of educators who are both well prepared and competent. Even when special
educations remain in the field, surveys reveal their lack of use of evidence-based practices (Morrier, Hess, & Heflin, 2011). The
results from follow up studies obtained from nine years of graduates of a university M.A. Degree/Autism specialization program
contributes to the dearth of information about factors that support retention and sustained use of effective practices. The
information reported supplements the positive outcomes reported for M.A. Degree graduates from 2006 (Hall, 2015).
Method: The multiple measures that were used to evaluate M.A. Degree program graduates' use of evidence-based practices up
to nine years following graduation included: a Qualtics survey sent to program graduates that included questions about current
and previous positions, use of evidence-based practices and progress monitoring systems, and factors that sustain practices;
video samples from a subset of graduates used to score the fidelity of implementation of evidence-based practices by 2 interraters using the checklists from the National Professional Development Center (NPDC) on ASD (Odom, Cox & Brock, 2013); and
matched t-tests results on the Autism Program Environmental Ratings Scale (APERS)(a measure of program quality) for a subset
of graduates obtained when candidates entered the program compared with scores one year post graduation.
Results: The 57 survey responders (56% response rate) with representation from each of the 9 years, reveal that 95% remain in
the field. Although they remained in the field, 72% changed positions an average of twice since graduation. The top factors why
graduates changed positions were: professional development opportunities (35%), promotion (35%), better pay (33%), and
increased opportunities to implement evidence-based practices (29%). The clearly top ranked program aspects that contributed
to their sustained practice selected was "knowledge about research based strategies used with individuals with ASD" followed by
"opportunities to practice skills with a coach during practicum."
All (100%) reported that they collected data for progress monitoring purposes and 100% continue to use the 24 evidence-based
practices identified by the NPDC on ASD with fidelity as rated with a range of 80% to 100%. Results from matched t-tests
revealed significantly improved scores on the APERS. All (100%) of the graduates reported on their survey that the university
program contributed to a) their capacity to use evidence-based practices and b) their sustained use of these practices over time.
Discussion: These outcomes indicate that a M.A. Degree program that includes both didactic and competency-based training
can result in graduates that remain in the field and maintain their use of evidence-based practices. These outcomes are contrary
to those previously reported in the literature. Identified ways that university programs can prepare and support graduates so
they remain in the field, even with positions changes, are discussed.
References/Citations:
• Hall, L. J. (2015). Sustaining evidence-based practices by graduated special educators of students with ASD: Creating a
community of practice. Special Issue: Teacher Education and Special Education, 38, 28-43.
• McLeskey, J. & Billingsley, B. (2008). How does the quality and stability of the teaching force influence the research-topractice gap? Remedial and Special Education, 29 (5), 293-305.
• Morrier, M., Hess, K. L., & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students
with autism spectrum disorders. Teacher Education and Special Education, 34, 119-132.
• Odom, S. L., Cox, A. W, & Brock, M. E. (2013). Implementation science, professional development and autism spectrum
disorders. Exceptional Children, 79, 233-251.