Project STAY: Supporting Teachers of Autism in Years 1-3

The PI will use an iterative approach to develop STAY, an induction program for new teachers that includes mentoring, training, observation of exemplary teaching, formative assessment, and participation in a network of teachers. In Phase 1, the PI will develop the program using a mixed methods approach, including a review of relevant literature, focus groups with educators (novice and experienced teachers of students with ASD, school personnel, and district-level specialists), classroom observations, and meetings with an advisory board of researchers and practitioners. Stakeholder feedback will shape the essential components of the induction program and help determine the feasibility of implementing these components within under-resourced schools. During Phase 2, the PI will implement STAY using a quasi-experimental design; obtain extensive feedback during and after implementation through interviews with mentor teachers and novice teachers and the collection of data on teacher and student outcomes, fidelity, and feasibility; and refine the program based on the feedback. In the final phase, the PI will conduct a randomized controlled trial with approximately 20 teachers and 40 of their students with ASD to evaluate the promise of STAY for improving teacher outcomes (self-efficacy, job satisfaction, teaching effectiveness, intention to stay in teaching, burnout, and role conflict and ambiguity) and outcomes for students with ASD (academic engagement and goal attainment). In addition, the PI will determine the costs associated with implementing STAY.