Evaluation of Self-Paced Online Training on Pre-Service Teachers’ Case Application of Video-Based Intervention for Individuals on the Autism Spectrum: A Feasibility Study

Pre-service teachers faced significant challenges due to a lack of knowledge and skills regarding evidence-based practices (EBPs). Self-paced online training on instructional methods or strategies has been successfully provided for pre-service professionals. Using interactive and pedagogically informed instructional technology (e.g., HTML5 package) to design and develop self-paced online modules can increase active learning and knowledge acquisition. The present study evaluated the effects of self-paced online training on pre-service teachers’ case application of video-based intervention (including video modeling and video prompting) to support individuals on the autism spectrum. A pre- and post-test control group design was utilized. Fifty-nine undergraduate students who majored in special education or general education participated in this study. Results provided preliminary evidence that the self-paced online training effectively improved pre-service teachers’ case application of the video-based intervention strategy. In addition, participants agreed on the social acceptability of the online module of the video-based intervention. The results, limitations, and future implications are discussed from the perspective of effective and socially valid online training.