Feasibility of a mobile phone training on autism spectrum disorders for teachers in Tanzania

ABSTRACT

Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology.

KEYWORDS:

• Mobile phone
• autism
• Tanzania
• distance learning
• sub-Saharan Africa

Acknowledgments

The authors would like to thank Iona University and the Organization for Medical and Psychological Assistance for Children Overseas (OMPACO) for their ongoing support with the project. They would also like to thank Eunice Tondi, Special Education Coordinator for Arusha City Council, and all teachers from Arusha Schools who participated in the mobile phone training.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The work was supported by the Iona University Summer Undergraduate Research Experience Award and the Organization for Medical and Psychological Assistance for Children Overseas (OMPACO).

Notes on contributors

Daniele C. Martino

Daniele Martino received her Master’s degree in Psychology at Iona University in New York and is currently a doctoral student in the Clinical Psychology programme at Virginia Tech. Daniele’s research interests are focused on improving the accessibility of autism services and mental health resources for families in resource-limited areas.

Nilofer C. Naqvi

Nilofer Naqvi is a licensed psychologist in New York and a bilingual certified school psychologist. She is an Associate Professor at Iona University in the Psychology Department, teaching in the school psychology Masters-level training programme. Nilofer has expertise in parent and teacher training on autism, and regularly conducts diagnostic assessments of young children. Nilofer has worked in many international settings supporting children with disabilities including Tanzania and Cambodia.