An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China

Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.