This review examines the involvement of teachers in the intervention research for children with autism spectrum disorders (ASDs) from 1996 through February 2008. Forty-nine studies involving teachers of children with ASDs were coded for different types of involvement. The authors discuss the findings in regard to three issues: (a) the manner in which teachers have been involved in autism research, (b) how teachers were trained to implement research-based practices, and (c) teachers’ perceptions of interventions (i.e., social validity). Results showed that teachers have been included in a variety of meaningful ways in recent research. However, this review also highlights the need for additional research on teachers’ perceptions and on training teachers to effectively implement interventions.
Lang, R., O’Reilly, M., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., . . . Hopkins, S. (2010). A review of teacher involvement in the applied intervention research for children with autism spectrum disorders. Education and Training in Developmental Disabilities, 45, 268–283.