New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

Part 6: Professional learning and development
Part 6
6.2 Some principles of effective
professional learning and
development
The resources and scope of the current
guideline did not allow for a comprehensive
search on all aspects of professional learning
and development. However there are
many recommendations throughout the
ASD Guideline which relate to the need for
professional education. A strong theme has
emerged from the evidence surveyed by all
workstreams. Parents, specialists, education,
health and other human service professionals
and paraprofessionals who work or live with
people with ASD can improve the outcomes
for those individuals if they have the necessary
skills developed through appropriate
education 11 96 189 203 411 .
Some general principles for professional learning
and development have been developed. It is
the opinion of the workstreams that these are
applicable to all professionals, paraprofessionals
and other people who provide support to people
with ASD.
While only a small amount of research was
identified about the most effective personnel
preparation, there is agreement that it is
important to translate research about effective
practice into information that practitioners can
use 96 . There is a need for all groups to receive
professional education which is up to date and
ongoing.
1. To be effective, participants need
opportunities for meaningful instruction
and opportunities to observe and practise
new skills while receiving coaching,
mentoring and feedback 96 201 411 .
There are many models for professional inservice
development. Much of the professional
learning and development currently offered
takes place in 1- to 2-day sessions that are topicspecific
and are facilitated by an expert in an
area such as communication.
While expert speakers may address
important information and the expertise
may be motivational, these opportunities
do not necessarily provide participants with
the comprehensive skills needed, or relate
to mastery of new skills. This learning needs
to be supplemented by practice, coaching,
mentoring and feedback for confident
application of new skills.
2. No one professional learning and
development course or method will meet
the needs of any group and professional
learning and development opportunities
need to be ongoing and offered in a variety
of ways 11 411 .
Professional learning and development methods
commonly used include:
• in-service programmes
• tertiary courses
• seminars with follow-up visits for on-site
coaching and mentoring teachers with the
provision of support via email
• distance learning programmes (university
distance teaching, video- and telephoneconferencing,
online)
• general information short workshops
• itinerant trainers and consultants for small
group or individual instruction, coaching and
mentoring
• access to resource and technical assistance
centres, which can provide professional
learning and development, training manuals,
training videos and CD-ROMs
• individual professional upskilling and
reflection, including self-monitoring and
peer review.
All these modes have different strengths and
are appropriate to meet the wide range of
needs. In particular, distance learning needs to
be supported and developed for professionals
working away from the main centres 11 .
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New Zealand Autism Spectrum Disorder Guideline