Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

Abstract

In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.

Building SWPBIS Capacity in Rural Schools through Building-Based Coaching: Early Findings from a District-Based Model

“…Thus, there is a need for an efficient mechanism to provide coaching support to schools and teachers implementing SWPBIS in rural schools. Indeed, coaching can be one helpful support for educators implementing evidence-based behavioral practices in such settings (Mueller & Brewer, 2013). Given limited time and resources, experts may be better able to efficiently scale-up and support SWPBIS implementation by training building-based school professionals to be coaches.…”

ECoaching Across Routines to Enhance Teachers’ Use of Modeling

“…Even when teachers know about EBPs, they may not readily transfer that knowledge to the classroom; additional supports are necessary to ensure the use of EBPs in classrooms (Cook & Cook, 2013). Challenges in implementing EBPs are even more pronounced for teachers working with children identified with autism (Mueller & Brewer, 2013; Odom, Cox, & Brock, 2013). The number of children identified with autism is greater than ever before (Centers for Disease Control and Prevention, 2014); yet, teachers are not always prepared to utilize EBPs while working with children experiencing this disability (Odom et al, 2013).…”

Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools

“…Data collection is critical for implementation consultation and intervention intensification Ludlow, 2014;. When discussing uptake and use of specific strategies, it is beneficial to have data to show teachers where and how their students are making progress as well as to help guide adjustments in the use of the strategy (Maggin, Wehby, Farmer, & Brooks, 2016;Mueller & Brewer, 2013). As intervention specialists provide consultation to support the intensification of evidence-based strategies, functional assessments, graphs of student progress, and self-monitoring data can all help teachers to see what is working and where modifications may be needed Maggin, Wehby, & Gilmour, 2016;Rizzo et al, 2017).…”