[article]
| Titre : |
Efficacy and acceptability of autism training for staff employed in mainstream education: A systematic review and thematic synthesis |
| Type de document : |
texte imprimé |
| Auteurs : |
Amber JOHNSON, Auteur ; Ebony MURRAY, Auteur ; Kimberley Caroline SCHENKE, Auteur ; Danielle STEPHENS-LEWIS, Auteur |
| Article en page(s) : |
p.202704 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Teacher training Professional development Mainstream education Intervention |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Purpose Increasing numbers of autistic students are attending mainstream education, but evidence suggests high levels of burnout due to inadequate supportive environments. This systematic review aimed to answer the research question ‘What is the efficacy and acceptability of interventions designed to increase the knowledge and acceptance of autism within staff at mainstream educational institutions?’. Methods The systematic review utilised a narrative synthesis and thematic synthesis following the Joanna Briggs Institute, Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines, and Cochrane, synthesising 23 studies. Results Of the studies which conducted statistical analyses, 84.62 %, 90 %, and 80 % reported a significant change in perceived knowledge, objective knowledge, and acceptance respectively. Thematic synthesis highlighted the value of intervention facilitation over independent study, input from autistic individuals, and the opportunity to learn new skills. Most focused on early years education in the USA, primarily delivered through in-person training sessions. Autistic individuals were rarely involved in intervention design or delivery and underlying theoretical and empirical evidence for the interventions were seldom described. Conclusion This review highlights the need for further, robust evidence to optimise autism training for staff in mainstream education, with the development and implementation of training interventions with key stakeholders to ensure the intervention is relevant, feasible, appropriate, and effective. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202704 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 |
in Research in Autism > 128 (October 2025) . - p.202704
[article] Efficacy and acceptability of autism training for staff employed in mainstream education: A systematic review and thematic synthesis [texte imprimé] / Amber JOHNSON, Auteur ; Ebony MURRAY, Auteur ; Kimberley Caroline SCHENKE, Auteur ; Danielle STEPHENS-LEWIS, Auteur . - p.202704. Langues : Anglais ( eng) in Research in Autism > 128 (October 2025) . - p.202704
| Mots-clés : |
Autism Teacher training Professional development Mainstream education Intervention |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Purpose Increasing numbers of autistic students are attending mainstream education, but evidence suggests high levels of burnout due to inadequate supportive environments. This systematic review aimed to answer the research question ‘What is the efficacy and acceptability of interventions designed to increase the knowledge and acceptance of autism within staff at mainstream educational institutions?’. Methods The systematic review utilised a narrative synthesis and thematic synthesis following the Joanna Briggs Institute, Preferred Reporting Items for Systematic reviews and Meta-Analyses guidelines, and Cochrane, synthesising 23 studies. Results Of the studies which conducted statistical analyses, 84.62 %, 90 %, and 80 % reported a significant change in perceived knowledge, objective knowledge, and acceptance respectively. Thematic synthesis highlighted the value of intervention facilitation over independent study, input from autistic individuals, and the opportunity to learn new skills. Most focused on early years education in the USA, primarily delivered through in-person training sessions. Autistic individuals were rarely involved in intervention design or delivery and underlying theoretical and empirical evidence for the interventions were seldom described. Conclusion This review highlights the need for further, robust evidence to optimise autism training for staff in mainstream education, with the development and implementation of training interventions with key stakeholders to ensure the intervention is relevant, feasible, appropriate, and effective. |
| En ligne : |
https://doi.org/10.1016/j.reia.2025.202704 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 |
|  |
Efficacy and acceptability of autism training for staff employed in mainstream education: A systematic review and thematic synthesis in Research in Autism, 128 (October 2025)
