Administrator views and knowledge of instructional practices for students with autism spectrum disorders

• We reviewed 8 studies examining administrators’ knowledge of interventions and instructional methods for students with autism spectrum disorders (ASD).
• Administrators with a stronger knowledge base and experience indicated greater confidence in their ability to act as instructional leaders for students with ASD.
• Research-to-practice gaps relevant to interventions, appropriate methods for different age groups, training, and effective implementation are necessary.
• Additional research linking clinical practice with students with ASD and administrator knowledge, training, and support of evidence-based practices and interventions is suggested.

This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed.