A rapidly growing developmental disability, autism spectrum disorder (ASD) affects 1 in 88 children. Although highly probable that both general and special educators will encounter ASD students, most teacher graduates receive minimal preparation in evidence-based practices for this population. The purpose of this study was to evaluate a technology-driven intervention designed to address the current time and content constraints of teacher preparation programs in ASD. Using a quantitative, two-group posttest design, two randomly assigned groups of undergraduate teacher education candidates interacted with either a narrated PowerPoint enhanced with text and pictures synced to audio or the same information in text-only format to determine the impact of instructional delivery type on knowledge of ASD. Participants in the enhanced narrated PowerPoint group outperformed their read-only counterparts on knowledge of ASD. Implications for utilizing this technology for teacher education programming to meet the needs of students with ASD will be described.
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