Assessing the Effectiveness of Professional Development Training on Autism and Culturally Responsive Practice for Educators and Practitioners in Ethiopia

Citation for published article

Connecting inorganic mercury and lead measurements in blood to dietary sources of exposure that may impact child development

DOI

10.3389/fpsyt.2020.583674

Document Type

Journal Article

Publication Date

1-1-2020

Publication Title

Frontiers in psychiatry

Volume

11

First Page

583674

ISSN

1664-0640

Keywords

Ethiopia, autism, multicultural mental health practice, professional development training, training effectiveness

Abstract

This study examines the effect of professional development training on educators' and practitioners' knowledge of Autism and the use of culturally responsive practices. Using a single group, pre-post design, data was gathered from 34 educators and health professionals (i.e., teachers, counselors, psychologists, therapists, therapeutic care workers, social workers, and nurses) in Ethiopia. A week-long training covering ASDs and culturally responsive evidence-based training was provided to participants. Results showed significant improvement in participants' knowledge about ASD symptoms, nature, characteristics, as well as intervention selection. Participants' use of culturally informed approaches, in their area of professional service, showed a high level of participants' knowledge and low-level use of culturally responsive practices, policies, and procedures. Recommendations for addressing cultural factors impacting the diagnosis and treatment-seeking approaches to ASD in Africa are provided.

Open Access

Gold

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