Implementing a Manualized, Classroom Transition Intervention for Students With ASD in Underresourced Schools

Abstract

Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs ( n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.

Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial

“…Our study adds to the growing literature attesting the feasibility of conducting experimental trials within community educational settings (Chang et al, 2016;Iadarola et al, 2018;Kaale et al, 2014). Relevant obstacles in this area include practical challenges with modifying regular Bosworth, 2015;Cook, 2002).…”

“The big wide world of school”: Supporting children on the autism spectrum to successfully transition to primary school: Perspectives from parents and early intervention professionals

“…Interventions for teachers must take into account the potential for limited resourcing and time to ensure that they are feasible to implement. For example, the Schedules, Tools, and Activities for Transitions (STAT) program to support transitions for autistic children in the classroom provides special consideration of how this intervention could be employed in underresourced schools (37).…”

Effective Educational Inclusion for ASD Students

“…As a result, the environment of the school is important for them. Teachers, classmates, and the types of equipment in school can all exert influence on ASD students [15]. A regular classroom can help ASD students to learn more efficiently and develop their abilities.…”