Group instruction for students with autism spectrum disorders: implications for professional development

Abstract

A multiple case study design was used to conduct a professional development needs assessment of special education teachers' group instruction practices for students 3 to 8 years old with autism spectrum disorders (ASD). Three preschool teachers and two kindergarten to grade 2 teachers participated in this study. Using both quantitative and qualitative methods, this study investigated teachers' attitudes, beliefs, skills, and prior knowledge providing insight into their experiences. Teachers' instructional practices, including the use of applied behavior analysis (ABA) principles and discrete trial teaching, are examined. A gap analysis was conducted to examine participants' actual practices versus "recommended practice" during group instruction. Final conclusions were based on the entirety of quantitative and qualitative information derived through analysis of the individual cases, as well as a cross-case comparison. Findings indicate a need for training in a wide range of ABA strategies and procedures. Developing individualized curriculum and planning instruction that targets students' needs across all developmental domains, specifically peer social interaction and communication, were also areas of deficiency suggesting a need for further research. Environmental constraints impacting teachers' delivery of effective group instruction were also identified.