Document Type

Article

Publication Date

2021

Published In

Journal of Autism and Developmental Disorders

Keywords

Autism spectrum disorders, Academic outcomes, Teacher certification, Teacher preparation

Abstract

Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4–8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special education certified teachers and took the modified assessment had lower academic outcomes. Implications for practice, policy, and research are discussed.

DOI

10.1007/s10803-020-04561-w

Comments

This is a post-peer-review, pre-copyedit version of an article published in Journal of Autism and Developmental Disorders. The final authenticated version is available online at https://doi.org/10.1007/s10803-020-04561-w.

Rights

© 2020 Springer Science Business Media, LLC, part of Springer Nature

Available for download on Saturday, June 12, 2021

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