Coaching a School Team to Implement the Visual Immersion System™ in a Classroom for Children with Autism Spectrum Disorder: a Mixed-Methods Proof-of-Concept Study

Objectives The Visual Immersion System™ (VIS) is a comprehensive approach aimed to meet the language and communication needs of children with autism spectrum disorder (ASD). This proof-of-concept study evaluated the effectiveness and social validity of a coaching intervention on implementing the VIS...

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Bibliographic Details
Published in:Advances in neurodevelopmental disorders 2020-12, Vol.4 (4), p.447-470
Main Authors: Schlosser, Ralf W., Shane, Howard C., Allen, Anna A., Benz, Andrea, Cullen, Jacqueline, O’Neill, Lindsay, Chiesa, Laurel, Miori-Dinneen, Lisa, Koul, Rajinder, Pasupathy, Rubini
Format: Article
Language:English
Subjects:
Autism
Autistic children
Behavioral Science and Psychology
Child and School Psychology
Classrooms
Coaching
Communication
Developmental Psychology
Intervention
Language
Learning
Mixed methods research
Neurosciences
Original Paper
Psychiatry
Psychology
Public Health
Schedules
Smartwatches
Social Work
Speech
Students
Systematic review
Teachers
Teams
Telemedicine
Training
Wearable computers
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Summary:Objectives The Visual Immersion System™ (VIS) is a comprehensive approach aimed to meet the language and communication needs of children with autism spectrum disorder (ASD). This proof-of-concept study evaluated the effectiveness and social validity of a coaching intervention on implementing the VIS™ with an interdisciplinary school team supporting seven children with ASD in a self-contained classroom of an elementary school. Methods Using mixed methods with a pretest–posttest design, outcome measures were objective direct (i.e., goal attainment scaling), indirect quantitative (i.e., Communication Matrix, self-efficacy, and treatment acceptability), and indirect qualitative (i.e., focus groups). Results Goal attainment scaling results indicated significant improvement across participants and individually. Communication Matrix scores and self-efficacy scores improved as well and treatment acceptability was high. Focus groups corroborated outcomes, treatment acceptability, and self-efficacy data while revealing barriers to implementation. Conclusions This mixed-methods proof-of-concept study provides preliminary evidence for the effectiveness and social validity of this coaching-based intervention on implementing the VIS™ in a classroom serving children with ASD.
ISSN:2366-7532
2366-7540
DOI:10.1007/s41252-020-00176-5