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Students with autism spectrum disorder (ASD) often present with behavioural, academic, and social challenges for which teachers may not have adequate training. The purpose of this study was to assess the usability of an online intervention designed for use by classroom teachers of students with ASD. [Teacher Help for Autism SpectrumDisorder (ASD)] was developed as a module within our larger [Teacher Help] program. Classroom teachers, ASD support professionals, and ASD advocates with lived experience were given access to the [Teacher Help for ASD] module and asked to review and assess each session. This included completing a modified version of a questionnaire based on Morville's User Experience Honeycomb and answering questions about readiness for use, completeness of information, and willingness to recommend the module to classroom teachers. Descriptive statistics showed that participants believed the module was useful, usable, desirable, valuable, accessible, and credible. Additionally, participants rated the module's features and appearance positively and believed it was ready for use, had all the information they expected, and reported they would recommend the program to classroom teachers. As such, we believe that this module has the potential to be used by classroom teachers to support students with ASD. [ABSTRACT FROM AUTHOR]

Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers' knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of Teacher Help for LD, an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the Teacher Help for LD intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada. [ABSTRACT FROM AUTHOR]