Autism Spectrum Check-Up (ASCU): A Consultation Model Assessing and Assisting Classroom Readiness to Include Students With Autism in General Education
Open Access
- Author:
- Petit, Victoria
- Graduate Program:
- School Psychology (PHD)
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- May 27, 2022
- Committee Members:
- Jonte Taylor, Outside Field Member
Cristin Hall, Major Field Member
Jennifer Frank, Chair & Dissertation Advisor
Ashley Patterson, Outside Unit Member
James Diperna, Professor in Charge/Director of Graduate Studies - Keywords:
- inclusion
autism
general education
intervention
consultation - Abstract:
- The present study was designed to address the gap between legal precedents for inclusion, such as least restrictive environment, and feasibility and knowledge around practical applications in schools. General education teachers may not have the knowledge and training needed to support children with autism in their classroom. School psychologists can serve a consultative role and work with teachers to identify interventions to support students with autism in their classrooms based on teacher preferences of intervention strategies. There is a call for more research on consultation for inclusion and feasible interventions that can be implemented by general education teachers. The purpose of the current study was to adapt an existing consultation model used for behavior management to become utilized for inclusive practices for students with autism. Four general education teachers with students diagnosed with autism participated in the adapted version of the Classroom Check-Up consultation model, the Autism Spectrum Check-Up (ASCU). A multiple baseline design was used to monitor teacher and student behaviors during baseline and the intervention phases. A functional relation was demonstrated across data of all four student participants. A strong effect size and significant at the p < 0.05 level was evidenced across the behavioral data. Teachers implemented interventions with fidelity and IOA data support accurate behavioral data reporting. Consultant interviews were checked for fidelity and met the criteria. Based on teacher reports and BIRS ratings, the ASCU was a feasible, effective way to support general education teachers in implementation of inclusive practices for students with autism.