Employing Evidence-Based Practices for Children with Autism in Elementary Schools
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ORIGINAL PAPER
Employing Evidence‑Based Practices for Children with Autism in Elementary Schools Ann M. Sam1 · Samuel L. Odom1 · Brianne Tomaszewski1 · Yolanda Perkins1 · Ann W. Cox1
© The Author(s) 2020
Abstract The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. Keywords Evidence-based practices · Autistic students · Elementary schools · Teacher implementation The current prevalence of autism is 1 in 54 elementaryschool-aged children (Maenner et al. 2020). With the average size of elementary schools now at 473 students (National Center for Education Statistics 2018), it is highly likely that there are autistic1 students in every elementary school in the United States. For those students, school districts must provide a free and appropriate public education (Individuals with Disability Education Act 2004) with practices based on research evidence (Every Student Succeeds Act 2015). Recent research indicates that while the overall quality of school programs for autistic students may be adequate, features of programs that focus on intervention in critical need areas may be lacking (Odom et al. 2020). Similarly, teachers * Samuel L. Odom [email protected] Ann M. Sam [email protected] Brianne Tomaszewski [email protected] Yolanda Perkins [email protected] Ann W. Cox [email protected] 1
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, 517 S. Greensboro Street, CB 8040, Carrboro, NC 27510, USA
often do not feel confident in providing instruction for autistic children (Van Der Steen et al. 2020). While they agree that evidence-based practices (EBPs) for students with autism and other developmental disabilities are important, they often express feeling unprepared (Knight et al. 2019). In this paper, we describe a comprehensive program model for preparing and supporting teachers to employ EBPs in their school and examine its implementation as well as its efficacy. Autism is a neurodevelopmental impairment that begins during a child’s first 3 years and exists throughout the life cycle (Jackson and Volkmar 2019). It is defined by impairments or limitations in social communication that lead to difficulties establishing relationships and also by restrictive and repetitive behaviors that may inter
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