Beginning Teachers' Use of Evidence-Based Practices for Autism

The study seeks to better understand how beginning special education teachers in NC and SC use evidence-based interventions and strategies with their K-12 students with autism. Using surveys and interviews, we will consider how much these teachers know about 12 specific practices, how often they use them, and how acceptable and feasible they are to their teaching. Additionally, we will explore how teachers' perceptions, training experiences, and professional setting impact their use of these practices.