Using a Blended Curricular Model of Professional Development to Increase Educator Repertoires for Instructing Students with Autism Spectrum Disorders
Lisa Dille

Abstract
This study investigated the effectiveness of a use of a blended curricular model of professional development to increase educator repertoires for instructing students with autism. Specific focus was on the use of a blended model of professional development in regard to increasing educator knowledge, educator self efficacy, educator self report of use of instructional methods, strategies, and learning supports with students with autism and educator application of instructional methods, strategies, and learning supports with students with ASD. The findings suggest that when the goals of professional development are to specifically increase educator repertoires in knowledge of autism and educational treatments, self efficacy and frequency of use for applying instructional methods, strategies, and learning supports to students with autism the blended curricular model of professional development for teaching students with autism may be effective.

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