Physical Educators' Training and Confidence in Implementing Evidence-Based Practices for Students With ASD.
PE teachers feel ready for students with autism even though they have almost no autism-specific training.
01Research in Context
What this study did
The authors sent a survey to PE teachers. They asked how much autism training the teachers had. They also asked how confident the teachers felt teaching students with ASD.
The survey was done in 2025. It looked only at physical-education staff.
What they found
Most PE teachers said, "I never got real training in autism practices." Yet the same teachers also said, "I feel pretty okay about teaching these kids."
So confidence was high even though formal know-how was low.
How this fits with other research
Locke et al. (2022) asked classroom teachers and aides the same questions. They found the same gap: staff know reinforcement, but skip video modeling and peer play. The PE study widens the lens to gym class and shows the same story.
Jackson et al. (2025) measured "implementation climate" in elementary schools. Their scores were low (1.8 out of 5). The PE survey now shows one reason: staff get almost no autism PD. Together the two papers paint a full picture—no time, no training, no reward.
Wachob et al. (2017) looked at EMS crews. Those who took autism modules felt calmer on calls. The PE teachers feel calm without the modules. The gap between training and confidence is not a contradiction—EMS needs calm for safety, PE teachers rely on general class-management skills.
Why it matters
If you consult with schools, ask to peek into the gym. Offer a 30-minute in-service on visual schedules, task cards, and clear start-stop signals. PE teachers already believe they can help—give them a few tools and they will use them tomorrow.
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02At a glance
03Original abstract
Educators working with students with autism spectrum disorder (ASD) should be utilizing evidence-based practices (EBPs) that have been identified for this group of students to promote better outcomes. Physical education (PE) teachers are highly likely to work with students with ASD in educational settings, yet little is known about their level of training and confidence in implementing EBPs for students with ASD. This study used survey methodology to ask PE teachers about their training in EBPs and their perceived confidence in implementing such practices. The results indicate that, although there was little reported training on individual EBPs specific to students with ASD, PE teachers reported feeling relatively confident in supporting students with ASD. Further findings and implications are discussed.
Intellectual and developmental disabilities, 2025 · doi:10.1352/1934-9556-63.1.66