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Article

Producing Child-Centered Interventions: Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students

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A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA 19104, USA
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Department of Special Education, San Diego State University, San Diego, CA 92182, USA
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Departments of Psychiatry, Davis MIND Institute, Psychology & Human Development, University of California, Sacramento, CA 95817, USA
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Stony Brook Medicine, Stony Brook, NY 11794, USA
*
Author to whom correspondence should be addressed.
Academic Editors: Bente Heggem Kojan and Nigel Parton
Soc. Sci. 2021, 10(12), 453; https://doi.org/10.3390/socsci10120453
Received: 24 June 2021 / Revised: 11 November 2021 / Accepted: 15 November 2021 / Published: 25 November 2021
(This article belongs to the Special Issue Child-Centric Approaches in Theory, Policy and Practice)
Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the needed supports to conduct high-quality PD and lack experience with individualizing their methods for training and coaching teachers. When PD providers have networks of professional support, they can potentially gain access to resources to provide successful individualized coaching for teachers. No research has measured the impact of the social networks of PD providers on their performance as coaches in classrooms for teachers of autistic students. To test the hypothesis that social network resources can impact the performance of PD providers who coach teachers how to use EBPs for their autistic students, we conducted social network analysis with PD providers. Findings suggest that network factors were associated with the self-reported performance for PD providers. PD providers who have more people in their networks who were autism EBP experts, as well as more people in their networks who supported them with how to individualize their PD efforts to specific teachers or districts, had higher performance as teacher coaches. We discuss future research about how to support network development for PD providers and policy implications. View Full-Text
Keywords: Autism Spectrum Disorder; teacher training; professional development; education; social networks; child-centered evidence-based practice; implementation science Autism Spectrum Disorder; teacher training; professional development; education; social networks; child-centered evidence-based practice; implementation science
MDPI and ACS Style

McGhee Hassrick, E.; Suhrheinrich, J.; Schetter, P.; Nahmias, A.; Melgarejo, M.; Li, J.; Ventimiglia, J.; Yu, Y.; Stahmer, A. Producing Child-Centered Interventions: Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students. Soc. Sci. 2021, 10, 453. https://doi.org/10.3390/socsci10120453

AMA Style

McGhee Hassrick E, Suhrheinrich J, Schetter P, Nahmias A, Melgarejo M, Li J, Ventimiglia J, Yu Y, Stahmer A. Producing Child-Centered Interventions: Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students. Social Sciences. 2021; 10(12):453. https://doi.org/10.3390/socsci10120453

Chicago/Turabian Style

McGhee Hassrick, Elizabeth, Jessica Suhrheinrich, Patricia Schetter, Allison Nahmias, Melina Melgarejo, Jennica Li, Jonas Ventimiglia, Yue Yu, and Aubyn Stahmer. 2021. "Producing Child-Centered Interventions: Social Network Factors Related to the Quality of Professional Development for Teachers of Autistic Students" Social Sciences 10, no. 12: 453. https://doi.org/10.3390/socsci10120453

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