The Effectiveness of a Distance Training Program for Increasing Kindergarten Teachers’ Knowledge on Behavioral Characteristics of Autism

This study examined the effect of a structured distance training program on kindergarten teachers' knowledge of the behavioral characteristics associated with autism spectrum disorder (ASD). The research method was a quasi-experimental pretest-posttest control group design. In terms of sampling, 40 kindergarten teachers were randomly and equally assigned to either an experimental group (n = 20) or a control group (n = 20). The experimental group participated in a three-week online training program delivered via an advanced digital platform, whereas the control group received no intervention. Data were collected using an ASD knowledge assessment instrument administered at pretest and posttest, alongside a post-training satisfaction questionnaire. The results revealed a statistically significant improvement in teachers' knowledge of ASD behavioral characteristics within the experimental group compared to the control group. Furthermore, participants in the experimental group reported exceptionally high levels of satisfaction with the training curriculum. These findings indicate that digital professional development can effectively enhance kindergarten teachers' capacity to identify early signs of ASD, thereby supporting early interventions. Implications, limitations, and recommendations for future research are discussed. Keywords: Autism spectrum disorder, Kindergarten teachers, distance training program, behavioral characteristics.