Expanding Training Opportunities for Parents of Children with Autism

Abstract

The purpose of this study was to demonstrate that parents who have children diagnosed with autism can obtain and apply knowledge of a research-based support for their children by utilizing a prescribed, self-directed, online program, giving families another possible method of obtaining training to help meet the discrepancy that exists between need and service. The design was a quasi-experimental, non-equivalent control group, pretest-posttest design that was used to test knowledge obtained from treatment. Additionally, the researcher examined parents' application of knowledge and perceptions regarding the treatment. The results demonstrate that parents who receive training using this method can obtain and apply knowledge of a researchbased support. Furthermore, participant feedback indicates parental support for this method of obtaining knowledge. The results suggest that using a self-directed, online program may serve to give families another possible method of obtaining informational training. Using this method of parental instruction may help fill a portion of the gap between the need for services and the lack of availability of services. Interventions based on the study could give parents the ability to act as their children's direct service provider to fulfill a part their intervention needs, especially when a family is facing a discrepancy between need and service. iii ACKNOWLEDGEMENTS I would like thank the individual members of my committee who helped me come to the completion of my degree and to the beginning of a new career path. First, I want to give a special thank you to Dr. Mayton, my committee chair, for putting up with my "craziness" and steering me through this entire process. I want to thank Dr. Ludlow for accepting me into the program and believing in me. I want to thank Dr. Galyon-Keramidas who told me I could do this even when I believed I could not. I want to thank Dr. Hursh for his valuable input during my committee meetings. I also want to give thanks to Dr. Mitchem. She became my mentor during my Master's degree, encouraged me to obtain my doctorate, and has continued to guide into this new adventure. To my husband of 18 years, Del Suppo, Jr., words cannot express my gratitude for all of the support you have provided me throughout our lives together, and yes, I am finally done with school! Thank you for being the husband and father you are. To my two beautiful daughters, Lauren "Angel Baby" and Rebecca "Becca Boo," thank you for being the wonderful, inspirational kids that you are. Lauren, your kindness to others and determination to be the best in all that you do inspires mom every day. Becca, you changed our family's life and made us stronger, all while you continue to amaze all of us every day. I could not ask for two better daughters and thank God everyday for blessing me with my beautiful family. To my mom, Judy Mattozzi, my first mentor: you have continued to support me, mentor me, and above all else, love me. You showed me how to be both a mom and a teacher. To my brother, Jon Matt...

Using Teleconferencing to Meet the Needs of Children, 0 to 3 Years Old, With Disabilities in Rural Areas

“…With the increase in availability and improvements with technology, programs have begun to utilize two-way communication technologies, such as Skype, GoToMeeting, and FaceTime, to provide services to families in rural areas (Hinton et al, 2017;Olsen et al, 2012). While research does not clearly support teleconference technology in the education field, initial research suggests positive outcomes in providing coaching services consistent with professional practices (DEC, 2014) and increasing equity in services and outcomes (Clark, 1986;Houston & Stredler-Brown, 2012;Moffatt & Eley, 2010;Olsen et al, 2012;Suppo & Mayton, 2014).…”

The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability

“…As noted earlier (Goertz et al 2013), educators are searching for resources to support research-based school improvement and are turning to resources, such as modules produced by technical assistant centers and federally funded projects (e.g., MAST modules). Rural states and districts, in particular, have noted the use of modules to support their diverse needs (e.g., lack of large numbers of teachers within proximity of each other to fund professional development, mentoring, and monitoring and make it feasible and practical; Suppo & Mayton, 2014). Continued research is needed to ensure these online modules, richly packed with important information and practices, are used in a manner that is both effective and feasible.…”

“…Another challenge facing teachers, especially those from rural settings, is the availability of professional development in order to gain and develop their own use of researchbased instructional supports (Suppo & Mayton, 2014). One promising practice is the increased use of online education (synchronous and asynchronous) and modules (e.g., federal, state, university) to support in-service teacher professional development.…”

“…While many available modules are built using adult learning theory (IRIS modules, The IRIS Center Peabody College Vanderbilt University-http//iris.peabody.vanderbilt.edu/iris-resourcelocator/#content); How People Learn [HPL] framework, Bransford, Brown, & Cocking, 1999) and include additional resources for continued growth and development in the form of facilitator's guides (e.g., MAST.ecu.edu) and extension activities, it is possible that a majority of people accessing these online resources are not doing so within the context of a college classroom with a facilitator or ongoing professional development experience with mentoring and monitoring of application. For example, Suppo and Mayton (2014) conducted a study that used a prescribed, selfdirected online module (Autism Internet Modules [AIM]) to assess the ability of parents of children with autism to create appropriate visual supports based on a rubric created by the researchers. Results indicated that not only did parents increase their knowledge of visual strategies, but they were able to construct a visual support based on a case study, providing evidence that the use of online modules for training warrant additional research on their effectiveness.…”

Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels via an iPad App

“…Special educators of students with SIDD are at a disadvantage as professional development targeting strategies to provide grade-aligned instruction is relatively new (Browder et al, 2012). Rural special educators have even more difficulty as the availability of professional development in general is lacking (Suppo & Mayton, 2014). In addition, many rural special educators report concerns regarding the lack of access to appropriate materials.…”