Iadarola, S., Shih, W., Dean, M., Blanch, E., Harwood, R., Hetherington, S.,…& Smith, T. (2018). Implementing a manualized, classroom transition intervention for students with ASD in underresourced schools. Behavior Modification, 42, 126-147
Reviewed by: Frank Cicero, PhD, BCBA
Seton Hall University
Why research this topic?
According to the National Center for Education Statistics, children with autism spectrum disorder are being included in general education classrooms at an increasing rate. Although academically capable of success in these settings, students with autism often demonstrate challenges such as difficulty dealing with transitions between activities, a frequent and necessary occurrence in general education classrooms. Transitions often lead to challenging behavior in children with autism, resulting in decreases in academic achievement, greater reliance on teacher support, a lack of independence and impairments in functional skills. Research has supported the use of applied behavior analytic techniques in treating problem behavior associated with classroom transitions. These techniques, however, are often difficult for teachers to implement in the classroom due to their individualized nature, multiple responsibilities in the classroom setting, and lack of support and resources especially in underserved, urban districts.
What did the researcher do?
In order to address this issue, the authors developed a standardized treatment protocol for addressing problem behavior associated with classroom transitions. The Schedules, Tools, and Activities for Transitions (STAT) Program is a model for teacher training on how to implement ABA techniques to promote appropriate transition behavior in students with autism in classroom settings. Once a problem transition is identified, the STAT protocol guides the teacher through nine treatment steps including providing a warning to the student, gaining the student’s attention, clearly communicating what behavior is expected of the student, observing student behavior, redirecting and prompting appropriate behavior, reinforcing success and providing an ending signal. Teacher training on the STAT program consists of 6-12, 1:1 sessions with a training coach conducted directly in the classroom during typical classroom routines. Sessions are short in duration (30-45 minutes). The current study was a randomized control trial of the STAT program across three large, urban school districts. Participants consisted of 150 students with autism across 56 classrooms and 57 teachers. Seventy-three students and 28 teachers were included in the treatment group. The others were included in a waitlist control. Outcome measures consisted of standardized rating scales of behavior, direct observation of student and teacher behavior, teacher narratives, and measures of treatment integrity and teacher buy-in.
What did the researchers find?
Results of the randomized control trial were modest, yet generally supportive of the STAT program model. Regarding teacher opinion and behavior, teachers in the treatment condition reported strong buy-in for the intervention program. This resulted in good, although not optimal, treatment fidelity for the STAT protocol resulting in teachers carrying out the procedures as trained. Teachers reported that the treatment steps were reasonable to carry out in the classroom and that coaching was effective and efficient because it was provided directly in the classroom during regular daily routines. Regarding student behavior, a significant increase in academic engagement was not obtained pre-post treatment. This was likely due to a ceiling effect caused by high rates of academic engagement already present in baseline. Teachers in the treatment group did however report greater improvements with regard to challenging behavior during transitions as compared to teachers in the waitlist control. No improvements were noted on standardized measures of classroom independence.
What are the strengths and limitations of the study?
The fact that the study was a randomized control trial across a large sample of students and teachers was a strength. It is also a strength that the research was conducted in large, urban, under-resourced schools with a diverse student population as schools of this nature are typically not included in research. Issues with the chosen outcome measures posed potential limitations. Student behavior, as rated through standardized rating scales and teacher narratives, added potential bias. Also, high rates of academic engagement in baseline caused a ceiling effect that may have limited the extent to which measures of achievement would show change following the intervention. Challenges in scheduling teacher training sessions resulted in more variability in training than expected. This was the likely cause of the less than optimal rates of treatment integrity despite strong teacher buy-in.
What do the results mean?
Despite modest results, the current study supports the ability of teachers in urban, under-resourced classrooms to implement a standardized treatment protocol (STAT) for promoting appropriate transition behavior for students with autism. Due to its short training duration, implementation directly in the classroom and manualized protocol, the STAT has high teacher buy-in and evidence of relatively positive treatment fidelity. Results of the current study suggest that the STAT can lead to positive and meaningful outcomes for both students and teachers as related to behavior during classroom transitions.
Citation for this article:
Cicero, F. (2019). Research synopsis: Implementing a manualized, classroom transition intervention for students with ASD in underresourced schools. Science in Autism Treatment, 16(1).
#ChallengingBehavior #School #Teachers
