Tailoring assistive technology training for ASD: a moderated mediation model of students’ perceived needs and disciplinary contexts
The integration of assistive technologies (AT) in the intervention for children with Autism Spectrum Disorder (ASD) is critical. However, the mechanisms through which professional training translates into practical competence remain under-explored. This study examines a moderated mediation model to understand how academic domain and educational expectations influence this transition. A cross-sectional study was conducted with 227 students (97.4% female, ages 18-45) from the University of Bucharest, specializing in Special Psychopedagogy (48%), Pedagogy (25.1%), and Primary/Preschool Education (26.9%). Participants completed assessments regarding their preparation/training, perceived educational needs/expectations, and practical experience in AT. Data were analyzed using moderated mediation analysis (Delta method) to assess conditional direct and indirect effects. Moderated mediation analysis revealed that all interaction paths were significant ( p < .05). A key finding was the “filter effect” of educational expectations: as student needs increased, the conditional indirect effect of training on practice significantly strengthened ( β Low = 0.230, p = .020; β High = 0.511, p < .001). Conversely, the conditional direct impact of training on practice weakened as expectations rose ( β Low = 1.395, p < .001; β High = 0.805, p < .001). Notably, while 70.5% of students reported below-average formal training, 100% demonstrated above-average practical application, indicating a heavy reliance on subjective expectations and domain-specific context. Professional training in AT does not produce uniform outcomes. Its efficacy is maximized when calibrated to the specific academic domain and the individual motivational structure of the students. For clinical and educational practice, these findings suggest that “one-size-fits-all” training programs are suboptimal. To effectively translate theoretical knowledge into high-quality interventions for children with ASD, programs must integrate students’ subjective expectations and the unique requirements of their specialization.