Objective: To examine teachers’ knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings.

Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated.

Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources.

Conclusion: Teachers’ knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.

目的：研究教师对自闭症谱系障碍（ASD）儿童的经验支持疗法（ESTs）的知识和使用情况，以及他们在一般教育环境中认为他们在社会上有效的程度。

方法：共有155名通识教育教师完成了一项在线调查，以针对入学准备技能的EST的知识，使用和感知的社会有效性进行了调查。调查了信息来源以及知识，使用和社会有效性与人口统计学变量之间的关系。

结果：教师报告了所有EST的知识并正在使用。EST的使用频率要高于非EST。EST的知识，用途和社会有效性密切相关。老师们报告说他们访问了各种各样的信息资源，并且对这些信息资源的信任程度也不同。

结论：教师对ASD儿童可获得的EST的知识与其使用有关。对无害环境技术的社会有效性以及如何将其成功转化为课堂环境的认识不断提高，这将影响吸收率。