Collaborative teaming among specialists can enhance educational success. They can achieve this goal by leveraging resources and building capacity to maximize effectiveness. This study was done to explore the increasing collaboration self-efficacy to improve the existing educational programming for students with developmental and intellectual disabilities.
Special educators’ change in perceptions of their efficacy as collaborators in the education of students with ASD was studied before and after completing a 12 months-long federally funded graduate certificate program in autism.
Self-perceptions of collaborative expertise were examined in eight cohorts of educators over a period of 7 years. Analysis of the results indicated that there was a significant increase in perceptions of efficacy level in six of the cohorts. The size of the effect of the program on participants’ self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one.
This study concluded through the use of Greenhouse–Geisser analysis that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts and that the pattern of change in pretest to posttest scores was similar across all eight cohorts.