TRAINING MODEL TO IMPROVE MANAGEMENT OF BEHAVIORS IN PRESCHOOL STUDENTS WITH AUTISM
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Abstract
Autism Spectrum Disorder (ASD) is a developmental disorder that impacts areas of social communication and social interaction. The prevalence of ASD has increased in the last ten years. Symptoms and behaviors include restrictive and repetitive movements, highly restricted and fixated interests, insistence on sameness, and hypo or hyper-reactivity. Additional behaviors can include, sensory sensitivities, eloping, aggression, screaming, or crying. Multiple factors impact this population and one of them is the use of exclusionary discipline practices. With the increase in the diagnosis of autism, attention needs to be directed toward the school systems with a focus on reducing the use of exclusionary discipline practices. Evidence shows that the practice of suspending or expelling students with ASD creates a barrier to inclusion within the educational setting and is an exclusionary discipline practice. A possible solution to the problem is professional development for educators. The Train Coach Track model was developed to provide educators evidenced informed professional development through training, simulation, coaching, and tracking. The professional development model was implemented in a preschool educational setting with teachers and paraeducators. Participants were asked to complete the pre and post-Teacher Sense of Self-Efficacy scale. Additional data included the use of a tracking sheet to monitor the efforts during coaching and a qualitative interview with paraeducators. The data determined that the professional development model was effective in reducing disruptive behaviors in the classroom. Pre and post-data were not statistically significant, but qualitative themes show improvements in the ability to manage behaviors. Limitations included small sample size and a lack of control groups.