Promoting Quality and Use of Evidence-Based Practices for Children with Autism Spectrum Disorders in Inclusive Early Childhood Classrooms

Background:  

Although a base of evidence about effective educational practices for children with autism spectrum disorders (ASD) has emerged, many of these evidence-based practices (EBPs) have not yet reached school classrooms. In response to this issue, the National Professional Development Center (NPDC) on ASD developed a technical assistance model for promoting the quality of program environments and teachers’ use of EBPs. While preliminary reports describe positive effects, specific study needs to document the effects of implementing the NPDC model, particularly with young children with ASD in inclusive environments.

Objectives:  

With an overarching goal of promoting the development and learning of children with ASD through professional development, the specific questions of this study include:

1. Does the implementation of the NPDC model result in changes in classroom quality?
2. Do teachers increase their use of EBPs selected to promote specific goals of children with ASD when participating in the NPDC model?
3. Does teachers’ participation in the NPDC model result in changes in child performance on identified goals?

Methods:  

The study utilized a multiple baseline design across three inclusive early childhood classrooms that included an initial baseline period followed by the NPDC model of technical assistance with a delayed onset of the intervention in the subsequent classrooms. Nested within that framework was a multiple baseline across three teacher behaviors (implementation of EBPs) for each classroom. Participants included three children with ASD between the ages of two and four, their families, and their classroom teacher. The weekly coaching sessions consisted of classroom observations, reviewing the child’s educational goals, assessing the classroom environment, individualizing EBPs, and providing monitoring and feedback to the teachers regarding those practices. From daily direct classroom observations, data were collected on critical classroom environmental items as determined by the Autism Program Environmental Rating Scale (APERS), teacher implementation of selected EBPs, and child attainment on individual goals in the classroom.

Results:  

When the NPDC model was implemented, increases occurred in classroom quality, teacher use of EBPs, and child goal attainment, although there was more variability on the latter variable. Experimental control was established when similar effects occurred after the staggered onset of the intervention in the three classes in the study.

Conclusions:  

The NPDC model is currently being implemented across 12 states in the U.S. to promote quality and the use of evidence-based practices for children with ASD in the schools. Results from this study provide support for the continued use of this model as well as guidance for further refinement of the model, especially when targeting the development and learning of young children with ASD in inclusive early childhood settings.