This study aimed to improve the competence and screening accuracy of preschool teachers in identifying children at risk of autism spectrum disorder (ASD) using the Classroom Observation Scale for Autism in Preschool (COSA-P). A total of 151 teachers from 14 preschools in Hong Kong participated in the study. Teachers in the intervention group ( n = 78) underwent 120 min of training designed to promote high metacognitive engagement through methods such as inducing cognitive conflicts, using video case illustrations, and engaging in hands-on case practice on scoring. The control group ( n = 73) received a 30-minute didactic briefing on utilizing the COSA-P. Post-training evaluation indicated that the intervention group outperformed the control group in perceived mastery of ASD knowledge, belief in the importance of early identification, self-efficacy in implementing pedagogical accommodations, and motivation to use the COSA-P. Subsequently, all teachers observed a total of 1112 preschoolers ( M age = 4y10m; 557 boys, 535 girls) in their classrooms using the COSA-P. Clinical assessments conducted at a two-month follow-up revealed a higher predictive accuracy of the COSA-P among the intervention group (AUC =.86) compared to the control group (AUC =.71). This study offers insights into designing effective training to enhance teachers' competence in embracing new initiatives for early identification. • Training with metacognitive engagement enhanced preschool teachers’ ASD screening skills. • Teachers showed improved ASD knowledge and motivation to use screening tool after training. • Predictive accuracy of the tool (COSA-P) improved in the intervention group. • Effective teacher training is important for early ASD identification in preschools.
Tang et al. (Wed,) studied this question.