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Autism and Developmental Disorders
2025. Vol. 23, no. 3, 53–61
doi:10.17759/autdd.2025230306
ISSN: 1994-1617 / 2413-4317 (online)

Practice-oriented professional training of specialists for working with children with ASD: A mentorship-based model

 
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Abstract

Context and relevance. Despite the high demand among teachers and specialists for effective methods of working with children with autism spectrum disorders (ASD), difficulties often arise when these methods are introduced into practice, reducing the overall effectiveness of training. There is a need for a professional training model that ensures not only the acquisition of knowledge but also its implementation in real professional contexts, thus bridging the gap between theory and practice. Objective. To develop and test a mentorship-based model for training specialists to work with children with ASD. The model is designed to support the practical application of methods in real professional settings. Hypothesis. Training specialists in small groups using a mentorship-based model is more effective and leads to a faster increase in professional competence compared to traditional training formats. Methods and materials. The pilot implementation of the mentorship model involved 73 specialists from the City Psychological and Pedagogical Center of the Moscow Department of Science and Education. The effectiveness of the model was assessed through questionnaires that included participants’ self-analysis and feedback on the main stages of the course. Results. According to the results of the pilot, 86% of participants reported that the mentorship format helped them feel more confident in their knowledge and skills in applying methods of working with children with ASD. Conclusions. Effective professional development programs for specialists working with children with ASD should provide not only theoretical instruction but also systematic support for the practical implementation of learned methods. The study demonstrated that mentorship, combined with video reflection and structured feedback, significantly enhances training effectiveness and enables specialists to apply new techniques with greater confidence in their professional practice.

General Information

Keywords: autism spectrum disorder (ASD), inclusive education, special education, evidence-based practices, professional development, feedback, mentors, online format

Journal rubric: Education & Intervention Methods

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2025230306

Received 15.07.2025

Revised 09.08.2025

Accepted

Published

For citation: Kozorez, A.I. (2025). Practice-oriented professional training of specialists for working with children with ASD: A mentorship-based model. Autism and Developmental Disorders, 23(3), 53–61. (In Russ.). https://doi.org/10.17759/autdd.2025230306

© Kozorez A.I., 2025

License: CC BY-NC 4.0

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Information About the Authors

Anastasiya I. Kozorez, Methodologist, City Center of Psychological and Educational Assistance, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0007-1637-1489, e-mail: kozoreza@gmail.com

Conflict of interest

The author declares no conflict of interest.

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