A Training Programme for a Teacher Working with a Student with ASD: An Action Research

Abstract

AbstractThe qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.Key WordsAction Research, Applied Behavior Analysis, Autism Spectrum Disorders (ASD), Discrete Trial Teaching, Educator Training, Inductive Analysis, Qualitative Research, Special Education.The qualifications of the educators who teach children with ASD may affect the outputs of the education. Qualified and competent educators play an important role in skill development and quality of life. Therefore, the educators need to have special qualifications (Billingsley, Israel, & Smith, 2011; Constable, Grossi, Moniz, & Ryan, 2013; Koegel, Matos-Fredeen, Lang, & Koegel, 2011; Ozyurek, 2008; Scheuermann & Webber, 2002; Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2004). Although there are not sufficient data regarding the qualifications of the educators, there is a consensus about the following standards for qualified educators in special education and ASD field: (a) using evidence-based teaching methods, especially applied behavior analysis (ABA). Because many of these methods based on the ABA (for example, Discrete Trial Teaching (DTT), incidental teaching, errorless teaching, activity schedules). ABA methods can produce important and lasting improvements for a large number of children with ASD(Billingsley, 2004b; Eikeseth, 2009, 2010; K?rcaali-?ftar & Tekin-?ftar, 2012; Klintwall & Eikeseth, 2012; Koegel et al., 2011; Kurt, 2012; Leaf et al., 2013; Lerman, Vorndran, Addison, & Kuhn, 2004; Lovaas, 2003; National Autism Center [NAC], 2009; Roxburgh & Carbone, 2013; Virue's-Ortega, 2010), (b) having sufficient level of knowledge regarding ASD (Eikeseth, 2010; Koegel et al., 2011; K?rcaali-?ftar, 2007; Lovaas, 2003; Scheuermann et al., 2003), (c) being able to prepare and implement an individualized education program (IEP) (Ozyurek, 2008; NAC, 2009; Thompson, 2011), (d) being able to evaluate the student and the program (Eikeseth, 2010; Ozyurek, 2008; Scheurmann & Webber, 2002; Sucuo?lu, 2012), (e) being able to implement curriculum that covers core areas affected in children with ASD (Eikeseth, 2010; K?rcaali-?ftar, 2007; Lovaas, 2003; Scheuermann et al., 2003) and (f ) having the knowledge and skills to deal with behavioral problems (Anderson & Romanczyk, 1999; Eikeseth, 2010; Koegel, MatosFredeen, Lang, & Koegel, 2011; Scheuermann et al., 2003). However, unfortunately very few educators have these qualifications and most of them lack the necessary skills and knowledge. Within this scope, well-designed and specialty-focused educator training programs will enhance their quality and competency. …