Current Situation
Autism is currently listed among some of the most common psychological disorders by which learners are affected (Gilmartin, 2014). Thus, future trends warrant strong attention to this topic in education since the rates of ASDs worldwide have sharply increased since 2000 (Centers for Disease Control and Prevention, 2016). ASDs are traditionally determined as neurodevelopmental disorders that prevent one from fully engaging in social interactions, clearly communicating one’s ideas, and/or perceiving information (National Institute of Mental Health, 2016).
According to the National Institute of Mental Health, “Autism spectrum disorder is the name for a group of developmental disorders. ASDs include a wide range, ‘a spectrum,’ of symptoms, skills, and levels of disability” (National Institute of Mental Health, 2016). One might argue that the specified definition is rather loose.
However, the disorder manifests itself in a variety of forms (e.g., self-imposed social isolation, deficiency of social-emotional reciprocity, inability to start and maintain relationships, to name a few), which greatly complicate the ability to articulate a universal definition (McCleery, 2015). This paper will talk about the current models of addressing ASD from academic and behavioral perspectives. Furthermore, a combined framework will be identified.
Characteristics of ASDs
ASDs manifest in diverse ways, depending on a variety of extraneous factors. These impacts can be viewed from several perspectives, including changes in the patterns of social interaction and how one receives and processes information (National Institute of Mental Health, n.d.). In sum, the behavioral specifics of ASDs include the following attributes:
- The patient displays the tendency for repetitive actions and routines;
- The patient tends to have “overly focused interests” (National Institute of Mental Health, n.d.);
- The patient pays close attention to details (e.g., numbers, side facts, etc.);
- The patient is unable to manage conflicts in a constructive and non-violent manner.
In other words, a student with ASDs is likely to exhibit communication problems with peers and teachers. The paper, therefore, will help to evaluate the eminent academic and behavioral benefits from academic and behavioral autism programs such as Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) and Applied Behavioral Analysis (ABA) on K-12 learners with ASDs. Furthermore, the best theoretical framework for managing students with ASDs will be proposed.
In addition to social and behavioral challenges, ASD typically hinders a learner’s ability to gain and process the necessary academic information. Consequently, there is a cognitive threat that the student will fail to develop the necessary skills to acquire and use the relevant information in the future. In other words, a learner’s entire academic progress may be jeopardized. As a rule, the following characteristics of ASDs are typically observed in the academic environment: the propensity to imitate, the tendency to focus on visual learning, self-communication, and the tendency to categorize (Silva & Goncalez, 2014).
Researchers emphasize that the aforesaid mentioned characteristics mentioned should not necessarily be viewed as impediments to students with ASDs learning (Tanet et al., 2016). Instead, the identified traits should be interpreted as factors that will shape the teaching model and determine the best choice of behavioral and academic program elements to accommodate students with ASDs (Tanet et al., 2016).
Background
Statistics
Despite the measures and interventions put in place to address the problem of autism, it remains a tangible concern for healthcare experts in the United States. A recent report by the Centers for Disease Control and Prevention (2016) identified a propensity toward an increase in the frequency of autism-related occurrences in children (see Figure 1).
As the recent data regarding the incidence of autism development shows, there has been a propensity for a steep increase in the number of autism cases; in particular, the rate of autism incidence has accelerated, changing from 0.67% to 1.47%; i.e., there has been a nearly 20% increase over the past 10 years. The recent slowdown in the rise of autism incidence can be viewed as proof that the newly adopted strategies may have been successful (see Figure 2); nevertheless, the fact that autism remains an issue demands that the problem should be addressed in as efficient a manner as possible.
Definition
The concept of autism has been reinterpreted several times throughout the history of developing strategies for its management. The current definition provided in the DSM-V incorporates several criteria and suggests that autism is a mental disorder that implies antisocial behavior, deficits in social-emotional reciprocity, lack nonverbal communication, absence of connection between the verbal and nonverbal elements of communication, inability to develop and maintain relationships with others, development of repetitive patterns of behavior, propensity toward stereotyped speech and routines, etc. (American Psychiatric Organization, 2013).
Problem Statement
Teaching children with ASDs remains a behavioral and pedagogical challenge despite the creation of numerous programs (Green & Dawn, 2013; Tanet et al., 2016). A comparison of existing theoretical frameworks may help to select the ultimate approach to empower students with ASDs.
Research Significance and Questions
It is expected that the study will help determine the components of an effective program for 8-12-year-old children with ASDs. The goal of the paper, therefore, is to consider the elements that a beneficial program for learners with ASDs must include. The following research questions will be addressed:
- How will the incorporation of academic and behavioral elements improve students’ with ASDs learning and behavioral outcomes?
- What features of an academic and behavioral program must be implemented to design the ultimate approach toward teaching students with ASDs?
- What effects will each of the academic and behavioral components have on the students with ASD’s progress?
- How does increased collaboration and communication between teachers and administrators improve the academic performance of learners with ASDs?
Previous Research
The issue of managing autism in education has been explored quite extensively, especially over the past decade (Radwan & Cataltepe, 2016). The requirement to meet the needs of an increasingly diverse population, including students from all possible social, cultural, and health-related backgrounds, predetermined the emergence of a range of frameworks to ensure that learners with ASDs receive the same educational services as their peers in general education settings (Sun & Huang, 2016).
In brief, behavioral interventions for students with ASDs have been popular among teachers over the past 10 years (Linstead et al., 2016). However, recent studies suggest that students with autism in the school setting should be explored from an academic perspective as well (Tan et al., 2014). A combined approach is deemed as more efficient since the nature of the problems associated with teaching students with ASDs is rooted in cognitive, behavioral, and social ramifications (Elicin & Kaya, 2015; Luicelli, 2015).
By considering the problem from different perspectives, one will be able to locate innovative solutions to meet ASD learners’ needs. Particularly, the fact that teachers face heightened displays of aggression by students with ASDs deserves is paramount (Randel et al., 2015). Therefore, a vast array of factors affecting the students’ performance and motivation levels has to be considered. Numerous studies assert that n ASDs-related program is practically doomed to a failure without a combination of academic and behavioral frameworks (Barbeau, McLaughlin, & Neyman, 2015; Randel et al., 2015; Tan et al., 2014).
Behavioral Approaches
Behavioral approaches have been the predominant means of addressing the needs of children with ASDs since the 1970s (Fani-Panagiota, 2015). The Applied Behavioral Analysis (ABA) paradigm was a groundbreaking framework that altered the landscape of ASDs treatment (Fani-Panagiota, 2015). ABA was built by Ivar Lovaas (Dixon, Vogel, & Tarbox, 2012) and was, later on, developed by Donald Baer and a team of researchers (Baer et al., 2001). The framework was first used as the means of addressing not only ASDs issues but also other psychological concerns and specific mental disorders (Fani-Panagiota, 2015).
The ABA approach suggests that The pragmatic and analytical nature of ABA allowed therapists to incorporate the latest technological advances, so this framework gained immense popularity (Hedley et al., 2016). ABA was viewed as a method to manage aggression among children with autism. According to the existing definition, the subject matter should be referred to as “a well-established treatment for the symptoms and behaviors commonly associated with autism spectrum disorders” (Linstead et al., 2016, p. 571).
ABA helps to facilitate learning among students with autism (Larsson, 2013). For instance, the application of ABA helps to identify the environment in which students feel most comfortable to master the content appropriately and actively (Gena, Galanis, Alai-Rosales, & Michalopoulou, 2014). As a result, the quality of the learning process can be improved significantly using ABA (Hedley et al., 2016). Particularly, this technique assists learners to develop better conflict management skills.
Furthermore, ABA also promotes lifelong learning and the further successful acquisition of other skills (Zenko, 2014). By including ABA into the set of strategies for managing the needs of students with ASDs, teachers will be able to help learners to modify their behaviors, decrease so their aggression levels, and, therefore, engage in successful academic endeavors.
When utilizing the ABA framework, a teacher must consider behavioral theories to reduce levels of students’ aggression by introducing physical exercises into the curriculum (Chouhan & Sharma, 2017). Exercises (ECE) as an evidence-based practice will have to be incorporated into the set of strategies that educators will use to manage the needs of learners with ASDs (Ivy & Schreck, 2016). The author of the approach is not known; however, several researchers worked on the development of the approach, including Baumeister and MacLean (Morrison, Roscoe, & Atwell, 2011).
The approach suggests that, with the increase in physical activity levels, the aggression levels decline, which allows learners with ASDs to actively engage in the academic process. One must admit that the connection between physical exercises and the academic performance of the students is rather loose (Chouhan & Sharma, 2017). Nevertheless, ECE will reduce the levels of aggression in learners with ASDs, as another study explains (Ivy & Schreck, 2016).
Consequently, the teacher will be able to remove one of the crucial negative factors affecting the learners’ progress from the classroom environment – particularly, the students will not be inclined to violent behavior (Sorensen & Zarrett, 2014; Ivy & Schreck, 2016). The identified approaches must be used in tandem. As a result, the levels of aggression are bound to diminish among students with ASDs, and they will be able to focus on the learning process.
Academic Approaches
Legibility and ease of understanding should be viewed as two indispensable elements of a classroom in which students with ASDs study (Kidder & McDonnell, 2015). Experts contend that the items in the classroom should have no more than three purposes so that the students could not get confused or distracted. Thus, the process of educating the learners and helping them to develop the necessary skills is bound to become successful (Miller & Meyers, 2015).
The TEACCH program will become the basis for academic intervention. By definition, the model implies that the concept of autism should be reconsidered and that the condition should be considered a lifelong one (Callahan et al., 2016). Consequently, the framework does not offer a treatment of autism but, rather, provides teachers and learners with the tools that will guide them through the academic process successfully (O’Malley, Lewis, Donehower, & Stone, 2014).
Remarkably, TEACCH incorporates school- and home-based approaches, therefore, representing a gigantic step in the evolution of the autism program. TEACCH is a universal approach that currently encompasses all successful autism-related practices, such as the emphasis on the culture-specific characteristics of the learners, the involvement of parents, etc. (D’Elia et al., 2014). Thus, the opportunities for addressing the needs of ASD students increase significantly.
In addition, the Social Communication, Emotional Regulation, and Transactional Support (SCERTS) model will also encompass the academic approach. SCERTS suggests that a strong emphasis should be placed on social communication and transactional support. Furthermore, it allows redesigning the learners’ approach toward information acquisition (Hayes, 2015). The framework was introduced in the 2000s and was instantly viewed as an opportunity to help learners with ASDs to gain the necessary academic skills through the active promotion of social communication (Hayes, 2015). SCERTS helps students with ASD to engage in self-cognition by learning more about their communicative patterns. As a result, the foundation for building academic confidence and improving learning skills is cultivated (Hayes, 2015).
How Teachers and Administrators Can Collaborate
The collaborative approach infers that educators and administrators should join their efforts to provide students with ASDs more opportunities and gain tremendous progress on learners’ performance, motivation, behaviors, and social skills (Clinton, 2015; Gray, 2013). The identified improvement is likely to concern not only the academic progress of learners with ASDs in the context of a particular institution but also their successes in other domains of their lives(McAllister & Maguire, 2013).
Moreover, it is assumed that the application of the framework described above will contribute to developing independence in students with ASDs regarding their cognitive processes (Sun & Huang, 2016). In other words, the target population may be able to better engage in self-directed learning to acquire relevant skills and knowledge successfully (Radwan & Cataltepe, 2016). Therefore, teachers and administrators must focus on the creation of an environment in which learners with ASDs feel comfortable (Causton & Theoharis, 2013).
According to a recent study, the collaborative combination of ABA and TEACCH and named IDEAL was deemed as quite successful and applicable to the context of the educational setting, with an overall agreement with how the authors assigned each category of ABA and TEACCH to the IDEAL framework at 70.2% (Callahan et al., 2016). The model can be viewed as the attempt to combine the academic and behavioral approaches into a single framework. Therefore, it should be viewed as the predecessor of the program that the current research will produce.
In other words, the model, while offering to incorporate the elements of the two approaches, was aimed at treating autism as opposed to shaping the school program so that ASD learners could feel comfortable. As a result, the misinterpretation of the learners’ needs may occur. To avoid the identified problem, one must consider ABA’s interpretation of autism as a set of characteristics of the student’s learning style as opposed to an actual disease. Furthermore, the identified interpretation of the disorder must become the foundation for further decision-making in the teaching process.
The TEACCH-based strategy, thus, will be the first ingredient of the program’s academic emphasis. The concept known as the structured environment should be viewed as the primary means of approaching the problem and addressing the needs of children with autism in the school setting (Rahn, Coogle, Hanna, & Levellen, 2016; Kraglund-Gauthier, Young, & Kell, 2014). The concept implies that a specific routine must be established (Rahn, et al., 2016). As a result, the students will feel comfortable and, therefore, able to fully immerse themselves in the educational process (McMurray & Pierson, 2016).
This type of model also relies strongly, upon administrators as well as teachers to apply the academic and behavioral strategies. Particularly, while teachers control the level of physical activity and aggression in learners with ASDs, the administrators will shape the overall school curriculum, so that the increase in the frequency of physical activities should not affect the rest of the subjects (Cook, Tankersley, & Landrum, 2013).
The collaboration between teachers and administrators should also be viewed through the lens of ongoing professional development (Koegel & LaZebnik, 2014). Encouraging progress, acquiring new knowledge, and training essential skills are crucial to validate that teachers and administrators cater to the needs of learners with ASDs. Teachers and educators should cooperate to identify current gaps in their knowledge and fill them accordingly (Clinton, 2015).
As a result, innovative approaches to meet the needs of children with ASDs will be designed and implemented successfully (Koegel & LaZebnik, 2014). Peer education among teachers and administrators must become the foundation for managing the needs of learners with ASDs (Koegel & LaZebnik, 2014). The emphasis on the knowledge management between teachers and administrators serves as the foil for the promotion of social goals (Shetgiri, Espelage, & Carrol, 2015). For instance, the idea of social acceptance of children with autism can be reinforced in the contemporary educational setting, preventing, instances of social ostracism (Shetgiri et al., 2015).
The focus on the spatial design of the learning environment is not the only area where teachers and administrators could collaborate to produce better learning outcomes for children with autism. The researcher’s highlight that parental involvement and family support are essential for students with ASDs (Markey, 2015; Causton & Theoharis, 2013; Todd, Beamer, & Goodreau, 2014; Sun & Huang, 2016). Increased parental involvement will help teachers to explain to parents how they can promote and transfer academic development in the home setting. As long as students with ASDs have a chance to train the newly acquired academic skills not only at school but also at home, a significant improvement in their progress is expected (Cook et al., 2013).
Furthermore, administrators may help teachers to establish contact with parents of students with ASDs (Giangreco, Doyle, & Suter, 2014). There is no doubt that family support denotes a primary factor that encourages the success of students with ASDs in the school environment. Therefore, parental involvement, as well as family support in a more general sense, is necessary to the overall performance of learners with ASDs (Wilczenski, 2014).
Administrators are capable of setting the foundation for a successful and continuous dialogue among the target audiences by arranging meetings with parents and developing open communication channels through which parents can receive feedback about the academic progress of their children, as well as detailed instructions regarding their impact on the learner’s progress (Clarke, Jones, & Yssel, 2016). As a result, the roots for the further successful development of the student can be created (Trino, Pasta, & Giovanna, 2016).
Additionally, the incorporation of specific elements that will make the learning process easier for students with ASDs should be considered by administrators and discussed with the teachers (Clarke et al., 2016). Specifically, when considering the unique needs of students with ASDs and the specifics of the classroom environment, one must bear in mind that students with ASD are easily distracted or upset by unexpected changes in the classroom setting (Clinton, 2015). Therefore, a teacher should use easily recognizable elements in the classroom setting regularly and predictable routines to create an environment in which ASD students will feel comfortable and inclined to learn actively (Zenko, 2014).
The use of assistive technology in the educational process is integral (Stranger, Mims, Wood, & Ahlgrim-Delzell, 2016). Learners with ASDs need extensive visual and verbal support in the course of studying (Radwan & Cataltepe, 2016). An application in a smartphone with a simple interface and basic functions (e.g., the ABA Data Notebook (Autism Speaks, 2017)) will serve as a perfect means of offering learners with ASDs the opportunity to explore a specific issue in-depth (Banerjee, Dey, & Bhaumik, 2015). For instance, learners may acquire the relevant language skills and develop the required behaviors faster with the help of IT tools (Dlyannah & Salam, 2013). Administrators, in their turn, will be able to create the environment in which the application of IT tools will be possible, i.e., shape the curriculum so that the use of the identified tools could be a possibility (Radwan & Cataltepe, 2016).
Thus, a gradual improvement in the target audience’s academic scores can be expected after a program incorporating educational, administrative, and behavioral elements (Stasolla, Boccasini, Perilli, Damiani, & Albano, 2015). As a result, the premises for a comprehensive evaluation of the learners’ efficacy can be built (Morse, 2010). The collaboration between teachers and administrators will modify the curriculum so that the needs of learners with ASDs will be met more efficiently. While administrators will be concerned with building the environment in which children with ASDs will feel comfortable, teachers will focus on the motivational aspect of the learners’ performance. Consequently, a gradual improvement in students with ASDs performance can be expected.
Combined Approach: Including the Essential Elements
To meet the needs of students with ASDs, it is necessary to incorporate certain elements of academic and behavioral programs into a new and improved model so that the learners can be provided with an opportunity to develop the required skills and acquire the necessary knowledge in a comfortable environment. Particularly, one should consider incorporating elements of the ABA and the TEACCH programs into the new framework. Furthermore, the use of the ECE (Exercise) program should be viewed as a means of addressing the needs of ASD learners. The TEACCH model, in its turn, will be supported by the SCERTS model.
The academic frameworks mentioned above will provide a foil for the further cognitive development of the learners. For instance, the following elements should be borrowed from TEACCH: use of visual information, focus on special interests of the learner, and the promotion of meaningful, self-initiated communication. The identified concepts will serve as the foundation for developing academic independence and enthusiasm in the learner (Mesibov & Shea, 2009). By forming receptive understanding in ASD students, the teacher will be capable of enhancing the use of expressive communication among them (Mesibov, 2009).
As a result, ASD students will be able to engage in active learning, while teachers will understand the “culture of autism” (Tonge, Bull, Brereton, & Wilson, 2014, p. 161). SCERTS, in its turn, will supply the comprehensive program with the following elements: social communication, emotional regulation, and transactional support (Welcome to the SCERTS® Model website, 2017). Similar to the TEACCH framework, the specified approach suggests that the teacher must keep a consistent focus on enhancing the conversation between the learner and the school community, especially the learner’s peers. However, the model also suggests new elements, such as a focus on helping ASD learners develop the relevant functions by participating in specific activities.
Furthermore, the opportunity to assist students in the development of appropriate behaviors should be mentioned among the benefits of the suggested program. Thus, the following elements will be borrowed from both programs: powerful reinforcers, functional activities (including communication), visual elements, special interests, self-initiated communication, and the promotion of alternative behaviors along with the management of interfering ones (Virginia Department of Education, Office of Special Education and Student Services, 2011).
As far as the behavioral elements of the combined approach are concerned, it is important to consider the following two constituents of the ABA approach: the use of technology and the introduction of a rigid system for managing learners’ needs (National Professional Development Center on Autism Spectrum Disorders, n.d.). The ECE program, in its turn, will supply the following elements so that the comprehensive model can be built: school readiness, motor skills development, and behavior management (National Professional Development Center on Autism Spectrum Disorders, n.d.).
The focus on the identified aspects is crucial since it will help learners acquire the relevant skills faster (National Professional Development Center on Autism Spectrum Disorders, n.d.). As soon as ASD students receive a powerful impetus for their further academic and physical development, they will become ready to progress to the next stage of their development. More importantly, it is expected that the combined approach will allow for a well-balanced development of the learners and the promotion of self-initiated cognition, communication, and learning. Thus, a foundation for the further successful communication process and a rapid acquisition of academic skills can be expected.
Conclusion
When meeting the needs of learners with ASDs, a teacher must safeguard that the environment for successful knowledge acquisition is created. The identified goal includes the awareness of not only academic but also behavioral characteristics of learners with ASDs. Furthermore, a strong emotional connection must be established between a teacher and a student with ASD. As a result, essential information will be delivered from a teacher to a student more successfully. Thus, the basis for students with ASDs to acquire the relevant skills and knowledge, as well as develop independence in learning, can be created successfully.
As mentioned, the significance of combining the academic and behavioral frameworks into a single program will enhance the learning experience for students with ASDs. By addressing not only cognitive but also behavioral problems faced by students with ASDs, one will be able to prevent the instances of misunderstanding, as well as enhance the process of knowledge and skills acquisition by learners. Consequently, it is crucial to provide learners with an opportunity to channel their aggression into physical activities and provide them with a chance to acquire the necessary academic skills. A combination of behavioral and academic approaches will serve as the foundation for creating a tool to meet the needs of students with ASDs successfully.
Therefore, it is imperative to use the TEACCH program along with the ABA framework as the basis for developing a mixed academic and behavioral approach So that the students could remain engaged and will be enthusiastic about the acquisition of the essential skills. Furthermore, the incorporation of behavioral program elements will help reduce the levels of aggression in ASD students. Thus, an environment for the active acquisition of knowledge and skills will be built.
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