Factors Influencing the Selection and Use of Strategies to Support Students with Autism in the Classroom

• Published in: International journal of disability, development, and education development, and education, 2021-07, Vol.68 (4), p.479-495
• Main Authors: Sulek, Rhylee, Trembath, David, Paynter, Jessica, Keen, Deb
• Format: Article
• Language: English
• Subjects: Academic readiness; ASD; Autism; Autism spectrum disorders; Autistic children; Classroom Techniques; Classrooms; Decision making; education; Educational Resources; empirically supported treatments; Faculty Development; Foreign Countries; Inclusion; Information sources; intervention; Pervasive Developmental Disorders; Preschool Children; Preschool Education; Preschool Teachers; Primary education; Primary school teachers; Professional development; Qualitative research; Regular and Special Education Relationship; School readiness; Special needs students; Student Characteristics; Student Needs; Students with Disabilities; Teacher attitudes; Teacher Characteristics; Teachers; Teaching Experience; Teaching Methods; Year 1
• ISSN: 1034-912X; 1465-346X
• DOI: 10.1080/1034912X.2019.1695755

Children with Autism Spectrum Disorder (ASD) may have additional needs in the classroom, resulting from delays in their development of critical school readiness skills, which include following directions and attending to tasks. Consequently, empirically supported strategies targeting these skills have been developed, yet there is evidence to suggest they are not being utilised. The aim of this study was to address this research-practice gap, by working with teachers to identify factors that contribute to their decisions to select and implement these strategies. Using a qualitative methodology and purposive sampling, 13 Australian educators were interviewed to determine factors that influence their selection of strategies to use with children with ASD, including information sources they utilised. Teachers reported that individual characteristics of the children, their own professional experience, and the need for strategies to work within their settings strongly influenced their decision-making. Further, in their efforts to make good decisions surrounding the support of students with ASD, teachers not only accessed supports provided by their school but in some cases sought out additional resources. This study helps to identify the practical considerations that influence the knowledge and use of empirically supported strategies by mainstream teachers.