Systematic Review of Effects and Key Components of in-Service Special Education Teacher Training in Evidence-Based Practices for Students with Autism and Developmental Disabilities

Effective professional development is critical for improving the implementation of evidence -based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identi fi es six essential components of training programs, including didactic presentation, live modeling, video modeling, practical exercise, performance feedback, and on -site coaching. Our fi ndings suggest that training programs containing all or some of these components demonstrated 90% of effectiveness on teachers ' outcomes. Speci fi - cally, practical exercises and performance feedback are key components to improve the rate of implementing EBPs with suf fi cient fi delity and on -site coaching is critical for sustaining the outcomes. Recommendations for effective professional development for special education teachers are discussed.