Evaluation of Self-Paced Online Training on Pre-Service General Education Teachers’ Case Application of Visual Schedules for Individuals with Intellectual and Developmental Disabilities

Researchers in the current study created a self-paced online training module of visual schedules and evaluated the effects of online training on pre-service teachers’ case application of the visual schedules strategy (“CHECK”) to support individuals with intellectual and developmental disabilities. A pre/posttest control group design was utilized. Results indicated that the self-paced online training effectively increased pre-service general education teachers’ case application of the visual schedules strategy. However, the results also showed that participants did not follow all the strategy steps, especially those for visual schedules. In addition, participants agreed that the online module was socially acceptable and beneficial. The results are discussed from a perspective of training effect and social validity. Limitations and implications for future research are also discussed.