A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success

Mark Carter, Jennifer Stephenson, Trevor Clark, Debra Costley, Jon Martin, Katrina Williams, Susan Bruck, Louise Davies, Leah Browne, Naomi Sweller

Research output: Contribution to journalArticleResearchpeer-review

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 languageEnglish
Article number101452
Number of pages13
JournalResearch in Autism Spectrum Disorders
Volume68
DOIs
Publication statusPublished - 1 Dec 2019
Externally publishedYes

Keywords

  • ASD
  • Educational support models
  • School success

Cite this

Carter, Mark ; Stephenson, Jennifer ; Clark, Trevor ; Costley, Debra ; Martin, Jon ; Williams, Katrina ; Bruck, Susan ; Davies, Louise ; Browne, Leah ; Sweller, Naomi. / A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success. In: Research in Autism Spectrum Disorders. 2019 ; Vol. 68.
@article{f15cfafcd7bf43caa66a37fb463a133c,
title = "A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success",
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.",
keywords = "ASD, Educational support models, School success",
author = "Mark Carter and Jennifer Stephenson and Trevor Clark and Debra Costley and Jon Martin and Katrina Williams and Susan Bruck and Louise Davies and Leah Browne and Naomi Sweller",
year = "2019",
month = "12",
day = "1",
doi = "10.1016/j.rasd.2019.101452",
language = "English",
volume = "68",
journal = "Research in Autism Spectrum Disorders",
issn = "1750-9467",
publisher = "Elsevier",

}

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 journalArticleResearchpeer-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 -