Systematic Review of Effects and Key Components of in-Service Special Education Teacher Training in Evidence-Based Practices for Students with Autism and Developmental Disabilities

Abstract

Effective professional development is critical for improving the implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identifies six essential components of training programs, including didactic presentation, live modeling, video modeling, practical exercise, performance feedback, and on-site coaching. Our findings suggest that training programs containing all or some of these components demonstrated 90% of effectiveness on teachers’ outcomes. Specifically, practical exercises and performance feedback are key components to improve the rate of implementing EBPs with sufficient fidelity and on-site coaching is critical for sustaining the outcomes. Recommendations for effective professional development for special education teachers are discussed.