Abstract
Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method: A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results: Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions: The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented.
| Original language | English |
|---|---|
| Article number | 101452 |
| Number of pages | 13 |
| Journal | Research in Autism Spectrum Disorders |
| Volume | 68 |
| DOIs | |
| Publication status | Published - 1 Dec 2019 |
| Externally published | Yes |
Keywords
- ASD
- Educational support models
- School success
Cite this
}
A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success. / Carter, Mark; Stephenson, Jennifer; Clark, Trevor; Costley, Debra; Martin, Jon; Williams, Katrina; Bruck, Susan; Davies, Louise; Browne, Leah; Sweller, Naomi.
In: Research in Autism Spectrum Disorders, Vol. 68, 101452, 01.12.2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success
AU - Carter, Mark
AU - Stephenson, Jennifer
AU - Clark, Trevor
AU - Costley, Debra
AU - Martin, Jon
AU - Williams, Katrina
AU - Bruck, Susan
AU - Davies, Louise
AU - Browne, Leah
AU - Sweller, Naomi
PY - 2019/12/1
Y1 - 2019/12/1
N2 - Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method: A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results: Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions: The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented.
AB - Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia satellite support class and Autism SA consultative model) that were designed to facilitate the support of children with ASD in mainstream schools and (2) to examine factors that were associated with successful outcomes. Method: A total of 90 students were followed 6-monthly for up to 7 rounds (3.5 years). Primary outcomes of interest included continuity of placement, school engagement and adjustment, perceived success of placement, and parent/teacher/principal satisfaction with service delivery. Results: Continuity of placement was relatively high in both models. There were no differences in child outcome across the models but the parents in the satellite model rated placement success higher, albeit in the context of high overall ratings in both groups. Parents and principals also rated satisfaction with support higher in the satellite model but transitions from the model into regular classes were low during the period of the study. Teacher rated academic skill predicted child social skills as well as engagement and adjustment, child problem behavior negatively predicted parent and teacher rating of placement success and adaptive behavior predicted teacher and principal rating of placement success. Conclusions: The present study offers insight into possible program and child related predictors of a range of outcome measures. Implications for the respective service delivery models and directions for future research are presented.
KW - ASD
KW - Educational support models
KW - School success
UR - http://www.scopus.com/inward/record.url?scp=85072262956&partnerID=8YFLogxK
U2 - 10.1016/j.rasd.2019.101452
DO - 10.1016/j.rasd.2019.101452
M3 - Article
VL - 68
JO - Research in Autism Spectrum Disorders
JF - Research in Autism Spectrum Disorders
SN - 1750-9467
M1 - 101452
ER -