Evaluating a Novel Approach to Community Based Instruction (CBI) in Elementary School for Students With Autism

Abstract

ABSTRACT The aim of this study was to evaluate a school-based Community Based Instruction program for students with autism in the elementary school. Developed and coordinated by an occupational therapist, the program’s mission is to develop work behaviors, job skills, social skills, career interests and self-determination skills by generalizing knowledge from the classroom to the inclusive school community through the performance of jobs within the school including running a Coffee Cart, performing library jobs, organizing a Lost and Found, maintaining a garden and running a Farmer’s Market to name a few. This program evaluation assessed program knowledge and attitudes among three stakeholder groups – parents, staff and administrators using a mixed methodologies approach. Knowledge and attitudes are factors identified in the initial learning outcome level of program evaluation. Seventy-four stakeholders participated in the quantitative survey and 25 stakeholders participated in the qualitative focus groups. Results show positive program knowledge and positive attitudes among all stakeholder groups regarding school-based Community Based Instruction in the elementary school for students with autism. Differences in attitudes were found between parents and administrators in the survey. Six themes were identified through the qualitative analysis and are discussed. This research provides, as far as we know, the first research on Community Based Instruction for students with autism in the elementary school utilizing school-based community jobs.