Formación de profesores en prácticas basadas en la evidencia para estudiantes con trastorno del espectro autista en Chile

• Núñez-Núñez, Teresa Paulina ^[1] ; Lagos-Luciano, Juan Francisco ^[1] ; Valenzuela-Díaz, Sebastián Oreste ^[1] ; Santander Quiróz, Gonzalo Alexis ^[1]
  1. [1] Universidad Católica del Maule

     Universidad Católica del Maule

     Provincia de Talca, Chile

     
• Localización: Siglo Cero: Revista Española sobre Discapacidad Intelectual, ISSN 2530-0350, Vol. 56, Nº 4, 2025, págs. 65-86
• Idioma: español
• DOI: 10.14201/scero.32522
• Títulos paralelos:
  • Teacher Training on Evidence-Based Practices for Students with Autism Spectrum Disorder in Chile
• Enlaces
  • Texto completo
• Resumen
  • español

    El movimiento de las prácticas basadas en la evidencia (PBE) ha demostrado ser beneficioso para el desarrollo de habilidades sociocomunicativas en estudiantes con trastorno del espectro autista (TEA). En Chile, se desconoce si los profesores de educación especial han recibido formación en PBE, ya sea durante sus estudios de pregrado o posteriormente. El propósito de este estudio fue conocer la formación en PBE de los profesores de educación especial que trabajan con niños con TEA. El estudio fue una investigación descriptiva con datos recogidos de 70 profesores de educación especial. Se administró un cuestionario basado en dos estudios centrados en individuos con TEA. Los resultados indican que los profesores chilenos tienen una formación limitada en PBE y es similar a la de los Estados Unidos. Los resultados contribuyen a la formación de profesores en estrategias efectivas.

  • English

    The Evidence-Based Practices (EBP) movement has proven to be beneficial for the development of socio-communicative skills in students with Autism Spectrum Disorder (ASD). In Chile, it is unknown whether special education teachers have received training in EBP, either during their undergraduate studies or afterward. The purpose of this study was to understand the training in EBP among special education teachers working with children with ASD. The study was descriptive research using data collected from 70 special education teachers. A questionnaire was administered based on two studies focused in individuals with ASD. The findings indicate that the Chilean teachers has limited training in EBP and its similar to the United State. The results contribute to teacher training on effective strategies.

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