A Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays

Development and Preliminary Evaluation of a Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays

The goal of this clinical trial is to evaluate the preliminary effectiveness and acceptability of a self-instructional, web-based teacher training program designed to support the development of autistic children and children with developmental delays.

This study aims to examine whether participation in the program can improve teachers' knowledge, attitudes, and teaching self-efficacy related to inclusive education and support for autistic children and children with developmental delays.

The main questions it aims to answer are:

1. Does participation in the self-instructional program improve teachers' knowledge about autism and developmental delays?
2. Does the program improve teachers' attitudes toward inclusive education and their teaching self-efficacy? Researchers will compare teachers who participate in the self-instructional online intervention program (SEED program) with teachers who receive comparison educational materials (Kit for Kids from Organization for Autism Research) to determine whether the intervention leads to greater improvements in knowledge, attitudes, and teaching self-efficacy.

Participants will:

1. Complete an online pre-intervention survey assessing background information, knowledge, attitudes toward inclusion and neurodiversity, and teaching self-efficacy.
2. Participate in a two-week self-instructional online program or receive comparison materials, depending on group assignment
3. Complete an online post-intervention survey evaluating the same outcomes, as well as program satisfaction and acceptability.

Inclusion Criteria:

• Public school teachers currently employed in kindergarten or elementary schools who hold at least a Level 2 teaching certificate (or higher).
• Teachers who understand the purpose of the study and provide informed consent to participate.

Exclusion Criteria:

• Teachers who have majored in special education at the undergraduate or graduate level.