Abstract

Special education licensure programs might not provide exclusive training designed to meet the needs of students with Autism Spectrum Disorder (ASD), and limited research has been conducted to determine how intensive training in autism can better prepare special education teachers to educate children with ASD. This study included two cohorts and analyzed the extent to which increased training in evidence-based behavioral interventions produces teachers who are highly effective at behavior management and classroom supports for students with disabilities. The study also investigated participants’ confidence in their ability to support students with ASD and manage their classrooms. The results indicated that students majoring in special education and minoring in autism studies feel more confident in their abilities to identify, design, and apply content knowledge when they work with students with ASD.