Application of Coaching and Behavioral Skills Training During a Preschool Practicum With a College Student With Autism Spectrum Disorder

Abstract

The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation and immediate feedback in the practicum environment, was used to systematically address the participant's deficits in social pragmatics and executive functioning as it related to the practicum setting. The current applied study relied on a singlecase demonstration to measure treatment outcomes and inform clinical decision making. Dependent measures in the study included visual scanning, verbal interactions, and engagement with preschool age children. Outcomes included an increase in all dependent variables. The impact of treatment on the participant's success in her preschool practicum will be discussed.

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

“…Future research could compare the total instructional time required for different intervention variations (teaching all steps vs. one-step at a time) to achieve student mastery, providing valuable guidance to educators on efficiency with regard to use of time. Given that students with IDD encompass a heterogeneous population, researchers and educators should investigate various teaching procedures (e.g., behavioral skills training; Gunn et al, 2017) and select an effective technique that is responsive to their students’ learning needs as well as one that is efficient in terms of instructional planning and student outcomes.…”

Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

“…Considerations of leveraging existing frameworks to prepare these experts align with recent calls to action to (a) reframe ways of training ECSE PSTs through blended programming (Mickel-son et al, 2022); (b) create early learning standards to include children with disabilities (Bruder & Ferreira, 2021); and (c) conceptualize educating young children with disabilities in inclusive environments as a form of justice and equity (Pugach et al, 2020;Wahman et al, 2023). There is a fundamental need for a high-quality workforce that integrates equitable, intensive, individualized data-based intervention incorporating culturally and linguistically responsive evidence-based practices (Gunn et al, 2017;, developmentally appropriate practices (DEC/NAEYC, 2009), and data-based intervention to improve outcomes for young children (Carta, 2019).…”

A scoping review of supports on college and university campuses for autistic post-secondary students

“…• Presence of supports with developing daily living skills, executive functioning skills, and organizational skills (often through peer mentor programs) (Retherford and Schreiber, 2015;Ames et al, 2016;Gustin et al, 2020) • Presence of housing accommodations (Barnhill, 2016;Anderson et al, 2018;Accardo et al, 2019b) and independent living supports (Scheef et al, 2019;Viezel et al, 2020;Ames et al, 2022) • Assistance navigating campus or transportation to and from campus (Retherford and Schreiber, 2015;Scheef et al, 2019; • Financial coaching/management (Retherford and Schreiber, 2015;Siew et al, 2017) • Assistance navigating other supports Scheef et al, 2019) • Increased self-confidence, independence, and self-determinism (Retherford and Schreiber, 2015;Thompson et al, 2018;Trevisan et al, 2021) • Lack of support with executive functioning skills, time management, organizational skills, and daily living skills (navigating transportation, food, chores, hygiene, etc.) (Accardo et al, 2019a;Lei and Russell, 2021;Sefotho and Onyishi, 2021) • Lack of housing accommodations and independent living supports (Simmeborn Fleischer et al, 2013;Cullen, 2015; • Struggles with lack of routine and lack of structure (Lei and Russell, 2021) • Stressors from living situation (Cullen, 2015;Bolourian et al, 2018) Vocational • Employment and career support from peer mentors, tutors, coaches, faculty, DSO, and mental health staff (Gunn et al, 2017;Cheriyan et al, 2021;Pesonen H. V. et al, 2021;Ames et al, 2022) • Career services and career centers (Briel and Getzel, 2014;Barnhill, 2016;…”