Improving the delivery of teaching and learning for students with autism spectrum disorder

• Online Access: http://hdl.handle.net/2047/D20412706

Lack of appropriate curricula access can have a profound impact on the academic progress of students with autism spectrum disorder. This study sought to investigate and improve the delivery of teaching and learning for students with autism spectrum disorder. Participants and data collected in Cycle 1 consisted of interviews with educators who offered focus areas on the types of academic delivery methodologies for students with autism. Action steps were conceived, implemented, and evaluated in Cycle 2 to develop a professional development series designed to expand the use of Applied Behavioral Analysis (ABA) methodology and the use of the Autism Curriculum Encyclopedia (ACE) with the general education curricula. The development series was delivered to a cohort of educators focused on the expansion of ABA/ ACE and developing lesson plans using key elements within ABA/ ACE to increase student access. Three sessions were developed and co-facilitated by educators at the host research site culminating in participants delivering general education curricula lessons using elements of ABA/ ACE. Evaluating the results of this Action Research study included an analysis of pre-determined objectives as well as participant survey results. This study concluded that Applied Behavioral Analysis improved the delivery of teaching and learning for students with autism by including elements of the Autism Curriculum Encyclopedia. Participants identified learning component break down, data collection and student reinforcement as key element reasons for improvement in student learning. Implications for the organization included specific methods for merging general education curricula with the elements of ABA/ ACE in order to maximize student progress. Capitalizing on what they determined to be the three most effective elements, educators realized a deeper method of teaching for wider group of students.--Author's abstract