JMIR Publications

ABSTRACT

Background:

In Nigeria, children with Autism Spectrum Disorder (ASD) often miss out on early intervention due to a massive shortage of specialists and deep-seated cultural stigma. Pre-primary teachers are ideally positioned to act as "first detectors," yet they frequently lack the professional confidence and digital tools required to navigate the screening process

Objective:

This study set out to see if a custom-built tool called Ayàtọ̀—a responsive web-based system, could bridge this gap. We wanted to know if providing teachers with "digital scaffolding" would improve their knowledge, their confidence (self-efficacy), and their attitudes toward including autistic children in their classrooms.

Methods:

We conducted a quasi-experimental study with 128 pre-primary teachers in Lagos who completed the full intervention. Half the group used the Ayàtọ̀ platform alongside clinical-pedagogical training to assist in the screening process, while the other half served as a control. We tracked their progress using pre-test and post-test assessments, focusing on how the digital tool supported their ability to identify ASD traits in real-time.

Results:

Significant improvements were observed across all outcomes. Teachers in the intervention group demonstrated higher adjusted post-test scores compared to controls: knowledge (M = 6.82 vs. 2.72, F = 135.35, p < .001, partial η² = 0.520), self-efficacy (M = 32.39 vs. 27.49, F = 79.37, p < .001, partial η² = 0.388), and attitudes (M = 56.90 vs. 44.23, F = 26.09, p < .001, partial η² = 0.173). The paired samples t-tests showed the intervention group made large improvements in all three areas (p < .001), indicating that the combination of a digital platform and structured training significantly increased teachers' knowledge, confidence and positive attitudes towards children with ASD.

Conclusions:

Our findings show that we don't always need more specialists to close the diagnostic gap; we need better tools for the educators we already have. Àyàtọ̀ proves that a "frugal," device-agnostic web system can turn a regular classroom teacher into a capable ally for early autism identification. This model offers a sustainable, culturally-grounded path for inclusive education across Africa. Clinical Trial: This study was a quasi-experimental educational intervention conducted as part of a doctoral thesis at Lagos State University. As the research focused on task-shifting and capacity building among non-clinical educators in a real-world classroom setting, it was not prospectively registered in a clinical trial database. However, the study underwent a rigorous 6-month administrative and ethical clearance process. Formal 'Approval to Proceed' was granted by the ACEITSE Research Committee following a successful pre-field defense. Furthermore, administrative gatekeeper permission was secured from the Permanent Secretary of the Public Service Office and the Board Chairman of the Lagos State Universal Basic Education Board (LASUBEB). The intervention was implemented under strict guidelines to ensure no disruption to classroom activities, following formal letters of introduction to the Educational Secretaries of all participating LGEAs