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KMID : 0894920180180010057
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Journal of the Korean Association for Persons with Autism
2018 Volume.18 No. 1 p.57 ~ p.76
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Special Education Teachers’ Perception on Evidence-Based Practices for Students with Autism Spectrum Disorder via IPA
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Choi Jin-Hyeok
Kim Min-Young
Kim Dae-Yong
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Abstract
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The purpose of this study was to identify and examine special education teachers’ perception on the importance and performance of evidence-based practices for students with Autism Spectrum Disorders (ASD). For this purpose, a survey was developed and conducted for special education teachers in Seoul, Daejeon, Daegu, Busan, and Kyungnam. The collected data were analyzed by applying IPA. The results are summarized as follows: First, special education teachers’ perceptions on their performance of all subareas (i.e., evidence-based practices for teaching and problem behaviors) showed lower levels than their perception levels on their importance of the same areas. Second, the IPA matrix on the importance and performance of the evidence-based teaching methods showed that most of the teaching method were distributed in the first and third quadrants. In addition, the importance and performance of the evidence-based problem behavior interventions were distributed in the second and third quadrants, and showed a 'low' order distribution compared to the high importance. We discussed that the potential reasons of the differences of teachers‘ perceptions between importance and performance of the evidence-based practices.
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KEYWORD
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Autism Spectrum Disorder, Evidence-Base Practice, Special Education, IPA
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