Supporting data for "Enhancing Early Identification of Autism Spectrum Disorder in Young Children"

<p dir="ltr">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 (<i>n</i>=78) underwent 120 minutes 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 (<i>n</i>=73) received a 30-minute didactic briefing on utilizing the COSA-P. Post-training evaluation revealed that the intervention group outperformed the control group in terms of perceived mastery of ASD knowledge, belief in the importance of early identification, self-efficacy in implementing pedagogical accommodations, and motivation to utilise the COSA-P. Subsequently, all teachers observed a total of 1112 preschoolers in their classrooms using the COSA-P. Clinical assessments conducted on 195 selected children at a two-month follow-up demonstrated that the COSA-P had higher predictive accuracy in the intervention group than in the control group. These findings provide valuable insights for designing effective training programs aimed at enhancing teachers’ competence in adopting new initiatives for early identification.</p><p dir="ltr"><br></p><p dir="ltr"><br></p>