An Evaluation of the MoSAIC Training for Early Childhood Educators in New Zealand

Abstract In Aotearoa New Zealand autism identification is often delayed due to the limited availability of trained professionals. Early Childhood Educators (ECEs) could play a critical role in referral for autism assessment, given their frequent contact and familiarity with children in their centers and their vast developmental knowledge. Within this study, we evaluated data from 73 ECEs who received Monitoring of Social Attention, Interaction and Communication (MoSAIC) training, designed to equip them to use the Social Attention and Communication Surveillance-Revised (SACS-R); an evidence-based autism detection tool. Participants completed surveys pre- and post-training, and at 12-week follow-up to ascertain changes in autism knowledge and identification confidence, and perceived acceptability of the tool and training. Post-training interviews were also conducted. Participants’ overall confidence and autism knowledge improved pre- to post-training, and improvements were maintained at follow-up. The training was rated as highly beneficial and culturally appropriate for their work as ECEs. Nationwide MoSAIC training for ECEs could support developmental surveillance and diagnostic processes for Autistic children and their families.