Formación de profesores en prácticas basadas en la evidencia para estudiantes con trastorno del espectro autista en Chile
Resumen 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.
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Alhossein, A. (2021). Teachers’ knowledge and use of evidenced-based practices for students with autism spectrum disorder in Saudi Arabia. Frontiers in Psychology, 12, 1-9. https://doi.org/10.3389/fpsyg.2021.741409
American Psychiatric Association. (2014). Diagnostic and statistical manual of mental disorders (5.ª ed.). American Psychiatric Association.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders, text revision (5.ª ed.). American Psychiatric Association.
Barry, L., Holloway, J., Gallagher, S. y McMahon, J. (2021). Teacher characteristics, knowledge and use of evidence-based practices in autism education in Ireland. Journal of Autism and Developmental Disorders, 52, 3536-3546. https://doi.org/10.1007/s10803-021-05223-1
Cook, B., Cook, S. y Collins, L. (2016). Terminology and evidence-based practice for students with emotional and behavioral disorders: Exploring some devilish details. Beyond Behavior, 25(2), 4-13. https://doi.org/10.1177/107429561602500202
Cook, B., Tankersley, M., Cook, L. y Landrum, T. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75. https://doi.org/10.1177/1053451208321452
Every Student Succeeds Act [ESSA]. Pub. L. No. 114-95, 129 Stat. 1802. 10 de diciembre de 2015 (Estados Unidos).
Garmam‐McClaine, B. (2024). A comparison of general and special education teachers’ attitudes toward evidence‐based practices for students with autism spectrum disorder. Psychology in the Schools, 61(7), 2880-2892. https://doi.org/10.1002/pits.23195
Gómez-Marí, I., Sanz-Cervera, P. y Tárraga-Mínguez, R. (2021). Teachers’ knowledge regarding autism spectrum disorder (ASD): A systematic review. Sustainability, 13, 5097. https://doi.org/10.3390/su13095097
Hsiao, Y. y Sorensen, S. (2019). Evidence-based practices provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorders. Teacher Education and Special Education, 42(3), 193-208. https://doi.org/10.1177/0888406418758464
Individuals with Disabilities Education Improvement Act [IDEA]. Pub. L. No. 108-446, 118 Stat. 2647. 3 de diciembre de 2004 (Estados Unidos).
Larraceleta, A., Castejón, L., Iglesias-García, M. y Núñez, J. (2022). Assessment of public special education teachers training needs on evidence-based practice for students with autism spectrum disorders in Spain. Children, 9(1), 83. https://doi.org/10.3390/children9010083
Ley 20845 de 2015. De inclusión escolar que regula la admisión de los y las estudiantes, elimina el financiamiento compartido y prohíbe el lucro en establecimientos educacionales que reciben aportes del Estado. D. O. n.º 41.177, 29 de mayo de 2015.
Ley 21545 de 2023. Establece la promoción de la inclusión, la atención integral, y la protección de los derechos de las personas con trastorno del espectro autista en el ámbito social, de salud y educación. D. O. n.º 43.498, 2 de marzo de 2023.
Lukins, J., Able, H. y Hume, K. (2023). Novice teachers’ implementation of evidence-based practices in autism education: Examining the roles of preparation and perception. Focus on Autism and Other Developmental Disabilities, 38(1), 5-16. https://doi.org/10.1177/10883576221144734
Maenner, M., Warren, Z., Williams, A., Amoakohene, E., Bakian, A., Bilder, D., Durkin, M., Fitzgerald, R., Furnier, S., Hughes, M., Ladd-Acosta, C., McArthur, D., Pas, E., Salinas, A., Vehorn, A., Williams, S., Esler, A., Grzybowski, A., Hall-Lande, J., … y Shaw, K. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years, autism and developmental disabilities Monitoring Network, 11 Sites, United States, 2020. Morbidity and Mortality Weekly Report, 72(2), 1-14. https://doi.org/10.15585/mmwr.ss7202a1
Mason, R., Lory, C., Gregori, E., Gerow, S., Rispoli, M., David, M., Yeon Kim, S. y Wang, C. (2024). Evidence-based practice in inclusive settings for students with autism: A best-evidence synthesis. Review Journal of Autism and Developmental Disorders, 11, 564-580. https://doi.org/10.1007/s40489-022-00352-4
Mateo, J. (2004). La investigación ex post-facto. En Metodología de la Investigación Educativa (pp. 195-230).
Mesibov, G. y Shea, V. (2011). Evidence-based practices and autism. Autism: The International Journal of Research and Practice, 15(1), 114-133. https://doi.org/10.1177/1362361309348070
Morales-Hidalgo, P., Roigé-Castellví, J., Hernández-Martínez, C., Voltas, N. y Canals, J. (2018). Prevalence and characteristics of autism spectrum disorder among Spanish school-age children. Journal of Autism and Developmental Disorders, 48(9), 3176-3190. https://doi.org/10.1007/s10803-018-3581-2
National Autism Center. (2009a). Evidence-Based practice and autism in the schools (2.ª ed.). Randolph. https://www.unl.edu/asdnetwork/documents/guidelines_resources/nac_guide.pdf
National Autism Center. (2009b). Findings and conclusions: National standards report, phase 1. Randolph. https://asatonline.org/wp-content/uploads/asatdocuments/National-Autism-Center-National-Standards-Project-2009-Findings-Conclusions.pdf
Odom, S., Collet-Klingenberg, L., Rogers, S. y Hatton, D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275-282. https://doi.org/10.1080/10459881003785506
Olsson, I. y Nilholm, C. (2022). Inclusion of pupils with autism – a research overview. European Journal of Special Needs Education, 38(1), 126-140. https://doi.org/10.1080/08856257.2022.2037823
Petersson-Bloom, L. y Holmqvist, M. (2022). Strategies in supporting inclusive education for autistic students-A systematic review of qualitative research results. Autism and Developmental Language Impairments, 7, 23969415221123429. https://doi.org/10.1177/23969415221123429
Saad, A. A. M. (2021). Professional intervention using general practice in social work to develop social competence among primary school students who suffer from autism disorde. The Journal Future of Social Sciences, 7(2), 301-352. https://doi.org/10.21608/fjssj.2021.245160
Sam, A., Steinbrenner, J., Odom, S., Nowell, S., Waters, V., Perkins, Y., White, M., Swaminathan, H. y Rogers, H. (2023). Promoting paraeducators’ use of evidence-based practices for students with autism. Exceptional Children, 89(3), 314-331. https://doi.org/10.1177/00144029221135572
Simpson, R. (2004). Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, 70(2), 135-144. https://doi.org/10.1177/001440290407000201
Simpson, R. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 20(3), 140-149. https://doi.org/10.1177/1088357605020003020
Steinbrenner, J., Hume, K., Odom, S., Morin, K., Nowell, S., Tomaszewski, B., Szendrey, S., McIntyre, N., Yücesoy-Özkan, S. y Savage, M. (2020). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
Taboas, A., Doepke, K. y Zimmerman, C. (2023). Preferences for identity-first versus person-first language in a US sample of autism stakeholders. Autism: The international Journal of Research and Practice, 27(2), 565-570. https://doi.org/10.1177/13623613221130845
Travers, J. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52( 4), 195-203. https://doi.org/10.1177/1053451216659466
Wong, C., Odom, S., Hume, K., Cox, A., Fettig, A., Kucharczyk, S., Brock, M., Plavnick, J., Fleury, V. y Schultz, T. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf
Yáñez, C., Maira, P., Elgueta, C., Brito, M., Crockett, M., Troncoso, L., López, C. y Troncoso, M. (2021). Estimación de la prevalencia de trastorno del espectro autista en población urbana chilena. Andes Pediatrica: Revista Chilena de Pediatría, 92(4), 519-525. https://doi.org/10.32641/andespediatr.v92i4.2503
Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M., Saxena, S., Yusuf, A., Shih, A. y Elsabbagh, M. (2022). Global prevalence of autism: A systematic review update. Autism Research: Official Journal of the International Society for Autism Research, 15(5), 778-790. https://doi.org/10.1002/aur.2696
American Psychiatric Association. (2014). Diagnostic and statistical manual of mental disorders (5.ª ed.). American Psychiatric Association.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders, text revision (5.ª ed.). American Psychiatric Association.
Barry, L., Holloway, J., Gallagher, S. y McMahon, J. (2021). Teacher characteristics, knowledge and use of evidence-based practices in autism education in Ireland. Journal of Autism and Developmental Disorders, 52, 3536-3546. https://doi.org/10.1007/s10803-021-05223-1
Cook, B., Cook, S. y Collins, L. (2016). Terminology and evidence-based practice for students with emotional and behavioral disorders: Exploring some devilish details. Beyond Behavior, 25(2), 4-13. https://doi.org/10.1177/107429561602500202
Cook, B., Tankersley, M., Cook, L. y Landrum, T. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75. https://doi.org/10.1177/1053451208321452
Every Student Succeeds Act [ESSA]. Pub. L. No. 114-95, 129 Stat. 1802. 10 de diciembre de 2015 (Estados Unidos).
Garmam‐McClaine, B. (2024). A comparison of general and special education teachers’ attitudes toward evidence‐based practices for students with autism spectrum disorder. Psychology in the Schools, 61(7), 2880-2892. https://doi.org/10.1002/pits.23195
Gómez-Marí, I., Sanz-Cervera, P. y Tárraga-Mínguez, R. (2021). Teachers’ knowledge regarding autism spectrum disorder (ASD): A systematic review. Sustainability, 13, 5097. https://doi.org/10.3390/su13095097
Hsiao, Y. y Sorensen, S. (2019). Evidence-based practices provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorders. Teacher Education and Special Education, 42(3), 193-208. https://doi.org/10.1177/0888406418758464
Individuals with Disabilities Education Improvement Act [IDEA]. Pub. L. No. 108-446, 118 Stat. 2647. 3 de diciembre de 2004 (Estados Unidos).
Larraceleta, A., Castejón, L., Iglesias-García, M. y Núñez, J. (2022). Assessment of public special education teachers training needs on evidence-based practice for students with autism spectrum disorders in Spain. Children, 9(1), 83. https://doi.org/10.3390/children9010083
Ley 20845 de 2015. De inclusión escolar que regula la admisión de los y las estudiantes, elimina el financiamiento compartido y prohíbe el lucro en establecimientos educacionales que reciben aportes del Estado. D. O. n.º 41.177, 29 de mayo de 2015.
Ley 21545 de 2023. Establece la promoción de la inclusión, la atención integral, y la protección de los derechos de las personas con trastorno del espectro autista en el ámbito social, de salud y educación. D. O. n.º 43.498, 2 de marzo de 2023.
Lukins, J., Able, H. y Hume, K. (2023). Novice teachers’ implementation of evidence-based practices in autism education: Examining the roles of preparation and perception. Focus on Autism and Other Developmental Disabilities, 38(1), 5-16. https://doi.org/10.1177/10883576221144734
Maenner, M., Warren, Z., Williams, A., Amoakohene, E., Bakian, A., Bilder, D., Durkin, M., Fitzgerald, R., Furnier, S., Hughes, M., Ladd-Acosta, C., McArthur, D., Pas, E., Salinas, A., Vehorn, A., Williams, S., Esler, A., Grzybowski, A., Hall-Lande, J., … y Shaw, K. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years, autism and developmental disabilities Monitoring Network, 11 Sites, United States, 2020. Morbidity and Mortality Weekly Report, 72(2), 1-14. https://doi.org/10.15585/mmwr.ss7202a1
Mason, R., Lory, C., Gregori, E., Gerow, S., Rispoli, M., David, M., Yeon Kim, S. y Wang, C. (2024). Evidence-based practice in inclusive settings for students with autism: A best-evidence synthesis. Review Journal of Autism and Developmental Disorders, 11, 564-580. https://doi.org/10.1007/s40489-022-00352-4
Mateo, J. (2004). La investigación ex post-facto. En Metodología de la Investigación Educativa (pp. 195-230).
Mesibov, G. y Shea, V. (2011). Evidence-based practices and autism. Autism: The International Journal of Research and Practice, 15(1), 114-133. https://doi.org/10.1177/1362361309348070
Morales-Hidalgo, P., Roigé-Castellví, J., Hernández-Martínez, C., Voltas, N. y Canals, J. (2018). Prevalence and characteristics of autism spectrum disorder among Spanish school-age children. Journal of Autism and Developmental Disorders, 48(9), 3176-3190. https://doi.org/10.1007/s10803-018-3581-2
National Autism Center. (2009a). Evidence-Based practice and autism in the schools (2.ª ed.). Randolph. https://www.unl.edu/asdnetwork/documents/guidelines_resources/nac_guide.pdf
National Autism Center. (2009b). Findings and conclusions: National standards report, phase 1. Randolph. https://asatonline.org/wp-content/uploads/asatdocuments/National-Autism-Center-National-Standards-Project-2009-Findings-Conclusions.pdf
Odom, S., Collet-Klingenberg, L., Rogers, S. y Hatton, D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275-282. https://doi.org/10.1080/10459881003785506
Olsson, I. y Nilholm, C. (2022). Inclusion of pupils with autism – a research overview. European Journal of Special Needs Education, 38(1), 126-140. https://doi.org/10.1080/08856257.2022.2037823
Petersson-Bloom, L. y Holmqvist, M. (2022). Strategies in supporting inclusive education for autistic students-A systematic review of qualitative research results. Autism and Developmental Language Impairments, 7, 23969415221123429. https://doi.org/10.1177/23969415221123429
Saad, A. A. M. (2021). Professional intervention using general practice in social work to develop social competence among primary school students who suffer from autism disorde. The Journal Future of Social Sciences, 7(2), 301-352. https://doi.org/10.21608/fjssj.2021.245160
Sam, A., Steinbrenner, J., Odom, S., Nowell, S., Waters, V., Perkins, Y., White, M., Swaminathan, H. y Rogers, H. (2023). Promoting paraeducators’ use of evidence-based practices for students with autism. Exceptional Children, 89(3), 314-331. https://doi.org/10.1177/00144029221135572
Simpson, R. (2004). Finding effective intervention and personnel preparation practices for students with autism spectrum disorders. Exceptional Children, 70(2), 135-144. https://doi.org/10.1177/001440290407000201
Simpson, R. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 20(3), 140-149. https://doi.org/10.1177/1088357605020003020
Steinbrenner, J., Hume, K., Odom, S., Morin, K., Nowell, S., Tomaszewski, B., Szendrey, S., McIntyre, N., Yücesoy-Özkan, S. y Savage, M. (2020). Evidence-based practices for children, youth, and young adults with autism. Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
Taboas, A., Doepke, K. y Zimmerman, C. (2023). Preferences for identity-first versus person-first language in a US sample of autism stakeholders. Autism: The international Journal of Research and Practice, 27(2), 565-570. https://doi.org/10.1177/13623613221130845
Travers, J. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52( 4), 195-203. https://doi.org/10.1177/1053451216659466
Wong, C., Odom, S., Hume, K., Cox, A., Fettig, A., Kucharczyk, S., Brock, M., Plavnick, J., Fleury, V. y Schultz, T. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf
Yáñez, C., Maira, P., Elgueta, C., Brito, M., Crockett, M., Troncoso, L., López, C. y Troncoso, M. (2021). Estimación de la prevalencia de trastorno del espectro autista en población urbana chilena. Andes Pediatrica: Revista Chilena de Pediatría, 92(4), 519-525. https://doi.org/10.32641/andespediatr.v92i4.2503
Zeidan, J., Fombonne, E., Scorah, J., Ibrahim, A., Durkin, M., Saxena, S., Yusuf, A., Shih, A. y Elsabbagh, M. (2022). Global prevalence of autism: A systematic review update. Autism Research: Official Journal of the International Society for Autism Research, 15(5), 778-790. https://doi.org/10.1002/aur.2696
Núñez-Núñez, T. P., Lagos-Luciano, J. F., Valenzuela-Díaz, S. O., & Santander Quiróz, G. A. (2025). Formación de profesores en prácticas basadas en la evidencia para estudiantes con trastorno del espectro autista en Chile. Siglo Cero, 56(4), 65–86. https://doi.org/10.14201/scero.32522
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