Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

• Published in: Journal of autism and developmental disorders Vol. 51; no. 2; pp. 550 - 563
• Main Authors: Goldman, Samantha E., Gilmour, Allison F.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.02.2021; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Academic Performance - psychology; Academic Performance - standards; Alternative Assessment; Autism; Autism Spectrum Disorder - psychology; Autism Spectrum Disorder - therapy; Autistic children; Behavioral Science and Psychology; Certification; Certification - methods; Certification - standards; Child; Child and School Psychology; Correlation; Demographic aspects; Education, Special - methods; Education, Special - standards; Educational aspects; Elementary School Students; Evaluation; Female; Humans; Language Arts; Licensing, certification and accreditation; Male; Mathematics; Middle School Students; Neurosciences; Original Paper; Pediatrics; Pervasive Developmental Disorders; Psychology; Public Health; School Teachers - psychology; School Teachers - standards; Special education; Special Education Teachers; Standardized Tests; State Standards; Students; Students - psychology; Students with Disabilities; Teacher Certification; Teacher Training - methods; Teacher Training - standards; Teachers; Teachers of disabled children; United States; Autism spectrum disorders; Academic outcomes; Teacher certification; Teacher preparation
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1007/s10803-020-04561-w

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.