Research in practice: Facilitating early identification of young children with autism spectrum disorder among preschool in-service teachers

Abstract

<p>This study examines the components of in-service teacher training in the early identification of autism spectrum disorder (ASD). Preschool teachers are well-positioned to identify ASD signs, but their hesitation to communicate concerns hinders timely support. 161 teachers from 14 preschools were trained using the screening tool, Classroom Observation Checklist for Autism in Preschool (COSA-P) in classrooms. Teachers in the intervention and control groups were matched for qualifications and experience. The intervention group received training with high metacognitive engagement(including group discussions, case illustrations, practice, and scoring). The control received didactic training. Results showed that the intervention group reported significantly higher mastery of ASD knowledge (<em>F</em> = 20.66,<em> p</em> < .001, <em>η²</em> = .03) and belief in the importance of early identification (<em>F</em> = 11.56, <em>p </em>< .001, <em>η²</em> = .02). In contrast, the control experienced decreased self-efficacy in recommending referrals (<em>t </em>= 3.21, p < .01), self-efficacy in pedagogical accommodation (<em>t</em> = 3.40, p < .001), and motivation in using COSA-P (<em>t</em> = 2.73, p < .01). Qualitative feedback on key training components will be emphasized. This research accentuates the important catalyst in empowering preschool teachers in early ASD identification and serves as a valuable contribution to translational research.</p>