Abstract
The purpose of this study was to show the positive effect of using participation and support plans paired with systematic instructional plans for students with autism spectrum disorder (ASD), their parents, the general education teachers where these students were placed, and the paraprofessionals who supported these students in those classrooms. All students were enrolled in a structured teaching program designated for students with ASD and fell under the extensive service needs category of special education because of challenging behavior and intellectual disabilities. The students began the year in a fully self-contained classroom and were mainstreamed into two general education classes partway into the first semester. The study used a case study using an A/B design, which was repeated twice to show data collected, which was combined with an end of study survey for parents, teachers, and paraprofessionals. Data was taken in the general education classrooms to measure on-task participation, positive and negative behavior, and social interactions, such as greetings and conversations.
Statement of Problem The researcher had taken over an ASD program which was previously based on the TEACCH program in a structured teaching program (STP) fully self-contained classroom. In visiting the class in its last week of the year, the researcher noted that the seven students in the program spent the entirety of their school day with the other students with ASD, the special education teacher, and her support staff of paraprofessionals, including eating lunch in the self-contained classroom. However, when the researcher began his tenure as the STP special education teacher, general education classes in art and physical education were made available as inclusive classes for the ASD students in the STP program. Another problem ensued since neither of the general education teachers nor the neurotypical students in those classes had any experience sharing the classroom with students with ASD who are enrolled in the STP program. It was necessary to provide support in those classrooms by taking ecological inventories of the skills needed for each of the students to participate in the general education classes and provide instruction of the necessary skills by using systematic instructional plans with prompt fading strategies. Some of the skills needed were self-regulation and relationship building with peers.
Sources of Data Data was collected by paraprofessionals implementing and observing the students. An inter-rater provided data reliability, showing 93.2% agreement.
Conclusions Reached: Participation and support plans paired with systematic instruction in the general education setting provided positive outcomes for all student participants in the study. Parents, teachers, and paraprofessionals also indicated a positive outcome from the implementation of participation and support plans paired with systematic instruction for their students.