pdfdissertation

137Strain et al. researched the prevent-teach-reinforce (PTR) method of managing classroombehaviors. PTR is an individualized, antecedent-based intervention system. Strain et al.conducted their research at the elementary level to evaluate the fidelity of implementationand the efficacy of individualized, proactive interventions. Implementation fidelityincreased when interventions were functional and based on the students’ needs in eachenvironment; this increased the students’ access to the general education setting.Sansosti, Goss, and Noltemeyer (2011) found that special education directors believedthat in order for systemic supports such as PBS and RTI to be effective at the secondarylevel, additional training is necessary for teachers and principals. The special educationdirectors also expressed concern regarding teachers’ attitudes, beliefs, knowledge, andskills necessary for inclusion (Sansosti et al., 2011). Training and on-going support forteachers would be necessary to implement system-wide changes. In the present study, none of the interviewees mentioned the use of co-teaching inany part of their interview responses. With co-teaching schools could offer another levelof support and success for students on the autism spectrum in the general educationsetting. One of the interviewees indicated that some of her general educationcounterparts were “territorial” in how they viewed their classroom; she further indicatedthis reduced the supports available to the students on the autism spectrum in thoseclassrooms. Another possible option for training could be on collaboration and co-teaching models as a means to support students with HFA in the general educationclassroom.

138 Implications for Social Change If the recommendations for change were put into place at the college level, theimplication for social change would be an increase in general education and specialeducation teacher candidates graduating with effective collaboration skills. These teachercandidates would have the knowledge to build learning environments to support a varietyof learners, including students with ASD. These teacher candidates will go on to obtainjobs across this Midwest state, extending results from regional to statewide. Localtraining in models of co-teaching, collaboration, and inclusion would benefit localteachers and their students. Results from the second quantitative research question indicated that increasedtraining had a statistically significant positive correlation on attitudes toward includingstudents on the autism spectrum. Working at the local level with in-service teacherswould also potentially improve teachers’ attitudes toward inclusion. Bellini, Henry, andPratt (2011) stated that when training was specifically designed to provide the knowledgeand skills needed by the participants there was greater fidelity in the implementation ofthose skills. Bellini et al. (2011) found that when goals for acquisition andimplementation of skills were set and met in training, then teachers felt more effective inapplying those skills in the classroom. Higher ratings of attitude and self-efficacy canincrease the teachers’ persistence in teaching students with disabilities. Improvedattitudes toward inclusion will potentially increase the opportunities for and success withincluding students on the autism spectrum. Increased access to the general education

139setting can also increase student access to and success in postsecondary educationsettings. Recommendations for Further Research Collaboration and training in general had been considered as a part of theliterature review however there was no research specifically on how teams select the LREfor students on the autism spectrum, especially if team members differ in theirperspectives of the LRE. Further research should be conducted to determine if training incollaboration with families as planning partners would increase the efficacy of teamplanning. A literature review should be conducted on the topic of how teams work tofind an appropriate LRE in order to determine if there is a research base. In order togather further data on the team processes for selecting the LRE, case study researchwould be beneficial in order to gather information about team interactions, availableresources, and the processes for selecting the LRE. A phenomenological study could alsobe beneficial in order to view the selection and maintenance of the LRE in depth from theperspectives of teachers, families, and when appropriate, students. Both case study andphenomenology are qualitative methods. Data gathered through either method couldinclude interviews, observations, journals or logs, and special education documents. Thestrength of these studies would be in the richness of perspectives regarding thephenomenon of selecting the most appropriate LRE for the student. Additional information should be gathered regarding the supports provided forstudents in order to maintain an appropriate LRE. Marzano (2010) found that schooldistricts are implementing different kinds of systems in order to provide supported

140inclusion services for students. Among these supports include tiered systems such asPBS and RTI for systemic behavioral and academic supports. Additional research shouldbe conducted regarding the use of tiered systems to support including students on theautism spectrum. Collaboration was mentioned by special education teachers as a meansto convey information regarding student needs and strategies for instruction, but teachingwas not discussed by interviewees. Additional research would be necessary to evaluatehow often and in what formats co-teaching is being implemented in local schools tosupport including students on the autism spectrum. School climate and leadership increating tiered systems and collaboration should also be examined, as many of theteachers expressed a concern for the lack of common planning time for effectivecollaboration. There continues to be a need to expand the research base for strategies to supporthigh school students on the autism spectrum in the general education setting. Teachersnoted that a variety of interventions were used to support students with HFA in theclassroom, including pre-teaching content, visual supports, graphic organizers, and directinstruction. It was also noted that interventions were not consistently implemented;further research regarding the barriers to implementation would be beneficial todetermine if the interventions also match the demands of the learning environment. Research Experience Conducting a mixed methods study was challenging but rewarding, but thegreatest difficulty with the quantitative portion of the study was the initially slow rate inwhich participants responded to the online study. Another difficulty was the unexpected

141manner in which the study was shared. I had intended to confine the study to a 12-countyregion in one Midwest state. When one of the participants put the study online, thelocation of the respondents moved out of my control. Another possible reason for theslow participation in the online survey could be teachers’ doubt that they were qualifiedto participate in the study. At the onset of the interviews each of the intervieweesexpressed concern that their experiences might be too limited in order to be valuabledespite their experiences in teaching multiple students on the autism spectrum. Not every teacher responded to the number of college credits or professionalclock hours related to inclusion. In the survey this had been left as an open-endedresponse for participants to complete. In future online studies I would use a radial buttonfor the response format; this may increase the response rate. In the qualitative portion of the study I attempted to control the potential for biasin coding and interpretation of the interview data. It was acknowledged that my role asan instructor at the postsecondary level influences my perspective on inclusion. Tocontrol bias, I asked and recorded questions which arose during the coding process. I alsotabulated how many times the four context areas were explicitly and implicitly stated byinterviewees. Because of my bias toward education and training, only explicit statementsregarding the need for additional training were tallied. There were few (N = 5) interview participants; in future qualitative research Iwould include the option for teachers to respond in writing to open-ended questions inaddition to the possibility of an interview. Responses and anecdotes might not be as richwith written responses as they were with the interviews, but there could be more data to

142consider. As a result of the study, I would like to further examine issues related to theselection of the least restrictive environment for students on the autism spectrum. Issuesrelated to LRE selection include research-based strategies to enhance team collaboration;the continuum of special education services available to teams; teachers’ willingness andability to implement interventions with fidelity; and how teams work through the legalissues of inclusion. Conclusion This research adds to the knowledge regarding including high school studentswith HFA. I did not discover new information related to strategies used by teachers tosupport high school students in the inclusive classroom. Information was gatheredregarding teachers’ attitudes toward and concerns with including students on the autismspectrum. Unexpected results included higher mean scores for general education teacherson two areas of the STATIC, as well as educators’ concerns for selecting the mostappropriate LRE for students on the autism spectrum. The teachers interviewed statedthat in order to establish and maintain inclusive classroom settings they needed trainingand time for collaboration. This conclusion is supported by the analysis of the results onthe STATIC as well as the research conducted for the literature review. Intervieweesnoted their greatest concerns related to inclusion were the need for collaboration, andteam-based decisions regarding the LRE. Special education teachers’ concerns regardingthe LRE were found in the area of advantages and disadvantages of inclusion as well asthe interview data. Another important finding was the positive attitudes for both generaleducation and special education teachers in the area of philosophical issues of inclusion.

143One possible conclusion that could be made from these findings is the current educationlegislations of NCLB (2002) and IDEIA (2004) have led to a culture of acceptance ofincluding students with autism spectrum disorders. It is important to continue to provideteachers with opportunities for collaboration and training to establish appropriate andsupportive learning environments for all learners.

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169Appendix A: STATICThe Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC, Cochran,1997/2000)Revision to original STATIC, with Dr. Cochran’s permission: Please read questions 1-20with students with high-functioning autism in mind. For example, for Item 1, read as Iam confident in my ability to teach students with high-functioning autism. 1 Strongly Disagree 2 Disagree 3 Not Sure, but tend to Disagree 4 Not Sure, but tend to Agree 5 Agree 6 Strongly Agree1. I am confident in my ability to teach children with special needs. 1234562. I have been adequately trained to meet the needs of children with 123456 disabilities.3. I become easily frustrated when teaching students with special needs. 1 2 3 4 5 64. I become anxious when I learn that a student with special needs 123456 will be in my classroom.5. Although children differ intellectually, physically and psychologically, 1 2 3 4 5 6 I believe that all children can learn in most environments.6. I believe that academic progress is possible in children with special 123456 needs.7. I believe that children with special needs should be placed in 123456 special education classes.8. I am comfortable teaching a child that is moderately physically 123456 disabled.9. I have problems teaching a student with cognitive deficits. 12345610. I can adequately handle students with mild to moderate behavioral 123456 problems.

170Appendix A (Continued)The Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) H. KeithCochran, Ph.D. Continue to complete this page with students with high-functioningautism in mind.1 Strongly Disagree2 Disagree3 Not Sure, but tend to Disagree4 Not Sure, but tend to Agree5 Agree6 Strongly Agree11. Students with special needs learn social skills that are modeled 123456 by general education students.12. Students with special needs have higher academic achievements 123456 when included in the general education classroom.13. It is difficult for children with special needs to make strides 123456 in academic education in the general education classroom.14. Self-esteem of children with special needs is increased when 123456 included in the general education classroom.15. Students with special needs in the regular education classroom 123456 hinder the academic progress of the general education student.16. Special in-service training in teaching special needs students 123456 should be required for all general education teachers.17. I don’t mind making special physical arrangements in my room, 123456 to meet the needs of students with special needs.18. Adaptive materials and equipment are easily acquired for meeting 123456 the needs of students with special needs.19. My principal is supportive in making needed accommodations 123456 for teaching children with special needs.20. Students with special needs should be included in the general 123456 education classroom.

171Appendix B: High School Teacher Practices, Needs, and Concerns Regarding Inclusion of Students with HFA1. Gender Male Female2. Position General Education Teacher Special Education Teacher3. Years of Teaching Experience ________4. Highest degree attained Provisional Bachelors Masters Doctorate5. Number of college credit hours of instruction related to inclusion: _______6. Number of clock hours or ________ professional development related to inclusive practicesAt the completion of an online survey, the final screen will lead participants to a printablepage with their informed consent and contact information of researcher and researcher’ssupervisor. On this final screen participants will also be invited to provide contactinformation to participate in an hour-long telephone interview to respond to the followingopen-ended interview questions: 1. In the inclusive classroom settings, what interventions do you consider most beneficial to support students with high-functioning autism? 2. What administrator supports do you feel are important for successful inclusion of students with high-functioning autism? 3. What concerns do you have regarding including students with high-functioning autism in the general education setting?

172Appendix C: Permission for Survey Instrument

173 Appendix D: Consent FormsConsent form for the survey portion of study:The first slide of the online interview will contain the following consent form for theonline portion of the survey. This consent form will also be emailed to participants fortheir records. This survey should take approximately 20 minutes to complete.About the Study:You are being asked to take part in a research study which is examining teacher attitudes,needs, and concerns regarding inclusion of students with high functioning autism. Youhave been invited to participate because of your experience in working with students onthe autism spectrum with standards-based curriculum in the general education setting.The purpose of this research study is to learn more about high school teacher experiences,needs, and concerns in working with students with high functioning autism in inclusivesettings.Confidentiality:Only the researcher and faculty supervisor will have access to the responses. Noidentifying information will be gathered as part of the study. All data will be stored on apassword protected computer, in a hidden file.Compensation: No compensation is provided for completion of the online survey.Risks and Benefits of Being in the Study:There are minimal risks associated with participating in this study. The short or long-term benefit to participating in this study include that the results obtained could lead tothe development of improved training and preparation for teaching students with ASD ininclusive classrooms.Voluntary Participation:Participation in the survey is voluntary. Participants may withdraw from the study and thesurvey at any point. Participants may decline to answer questions at any point in thesurvey.Questions:The researcher conducting this study is Laura Kieran. The researcher's faculty advisor isDr. Peggy Locke. You may contact the researcher or faculty advisor with questionsregarding the study. Laura Kieran can be reached at [email protected]. Dr.Peggy Locke can be reached at [email protected]. The Research ParticipantAdvocate at Walden University is Leilani Endicott, at 1-800-925-3368, extension 1210, ifyou have questions about your participation in this study. Walden University’s approvalnumber for this study is 08-31-11-0076989 and it expires on August 30, 2012.Informed Consent:I have read the above description of this research study. I have been informed of the risksand benefits involved, and all my questions have been answered to my satisfaction.Furthermore, I have been assured that any future questions I may have will also beanswered by a member of the research team. I voluntarily agree to take part in this study.

174I have received a copy of this consent form via email as an attachment with the surveylink.Consent form for the follow-up telephone interview:The informed consent for the telephone interview will be emailed to participants for theirrecords. The telephone interview will be recorded; before asking interview questionsparticipants will be asked if they have received the informed consent document via email.They will be asked if they have any questions, and then will be asked to provide consentfor participation by saying “I accept” or “I decline.” Participants will not be asked to givetheir name during that process so that their identities remain anonymous.About the study:The interview questions were designed to gather additional relevant informationregarding how to best support teachers of students on the autism spectrum. It isanticipated that the telephone interview will take 30-60 minutes. It is also anticipated thatthree questions will be asked:1) In inclusive classroom settings, what interventions do you consider most beneficial tosupport students with High Functioning Autism?2) What administrator supports do you feel are important for successful inclusion ofstudents with High Functioning Autism?3) What concerns do you have regarding the inclusion of students with High FunctioningAutism in the general education setting?After the interview, the researcher will transcribe the recording and send the transcribednotes to the interviewee via email to ensure that the transcription is accurate. After theinterview responses have been interpreted the researcher will send the interpretedinterview data via email to the interviewee to check that the interpretation is accurate.Voluntary Nature of the Study:Participation in the interview is strictly voluntary. Your decision whether or not toparticipate will not affect any current or future relations with the researcher. If youinitially decide to participate, you are free to withdraw at any time during the interview orthe follow-up checks. Participants may decline to answer questions at any point in thesurvey.Risks and Benefits of Being in the Study:There are minimal risks associated with participating in this study. The short or long-termbenefit to participating in this study include that the results obtained could lead to thedevelopment of improved training and preparation for teaching students with ASD ininclusive classrooms.Compensation:Participants consenting to be part of the follow-up interview will receive a $5 gift cardfrom Starbucks in appreciation for the valuable feedback regarding needs and concernsrelated to inclusion of students with HFA.Confidentiality:The records of this study will be kept private. In conducting interviews, no identifyinginformation will be attached to interview transcripts. The interviewee name will not be a

175part of the recorded information. Interviews will be recorded and transcribed. Recordingsand transcriptions will be stored on a password protected computer in a hidden folder.Contacts and Questions:The researcher conducting this study is Laura Kieran. The researcher’s faculty advisor isDr. Peggy Locke. You may contact the researcher or faculty advisor with questionsregarding the study. Laura Kieran can be reached at [email protected]. Dr.Peggy Locke can be reached at [email protected]. The Research ParticipantAdvocate at Walden University is Leilani Endicott, at 1-800-925-3368, extension 1210, ifyou have questions about your participation in this study. Walden University’s approvalnumber for this study is 08-31-11-0076989 and it expires on August 30, 2012.

176 Appendix E: M and SD STATIC Responses per QuestionTable 8Means and Standard Deviations for Each Question on the STATICItem # GE M GE SD SE M SE SD p-valueAdvantages and 0.060 0.635Disadvantages 0.196 0.1987 4.458 1.179 3.887 1.235 0.566 4.981 0.930 0.32911 4.875 0.850 4.151 1.150 0.629 4.302 1.10212 4.500 0.933 4.377 1.197 0.045* 4.849 0.969 0.003*13 4.625 0.770 4.827 1.024 0.086 0.05614 4.542 1.062 4.981 1.118 0.044* 4.604 1.27615 4.583 1.349 5.283 0.632 0.702 5.358 0.901 0.88520 4.708 0.908 5.302 1.119 0.836 0.658Professional Issues 4.887 1.251 5.472 0.868 0.039*1 4.417 1.139 5.094 1.114 0.883 5.566 0.971 0.3752 3.542 1.615 0.117 5.321 0.9153 5.000 0.722 5.208 1.166 3.981 1.4484 4.917 0.974 4.627 1.3859 4.750 1.032PhilosophicalIssues5 5.000 1.0636 5.500 0.59010 5.042 0.80616 5.458 1.021Logistics8 4.833 1.00717 5.250 1.18918 4.292 1.33419 5.130 0.920*Statistically significant at p < .05 level

177Appendix F: Box and Whisker Plots of Responses to STATIC AreasF1. Box and whisker plot for the test area Advantages and Disadvantages of inclusion.F2. Box and whisker plot for the test area Professional Issues of inclusion.

178F3. Box and whisker plot for the test area Philosophical Issues of inclusion.F4. Box and whisker plot for the test area Logistics of inclusion.

179 Appendix G: Sample Interview TranscriptInterventions: Well, I think sometimes the best support is to start off with as littlesupport as possible, especially if the student is new to your setting. I had a student that Iworked with…two students that were like this, but one especially. The students came tomy room and they were fine. They really didn’t need an aid, or some of the scaffolds thateveryone said they needed. I definitely had a quiet space in the room for them to work in,and it was free of clutter (I didn’t have them at the same time). I had no behaviors fromthe student because my expectations were clear, and I was very calm and direct with thestudent. I saw a lot of behaviors out of the student when his aid was there. And she triedto take over and do a lot for him, but he was very successful in my classroom when shewasn’t there.Supports: I think teachers who are going to have a student on the spectrum in theirclassroom need to go and have training outside the district. I don’t think they should goand observe the student or even think that what the student needed in the last year’ssetting is going to be THE thing that the student will need.Teachers in-district often don’t think out of the box. They don’t have the experience inworking with a variety of students with autism. So they may not have a lot of suggestionsabout what really works to support students on the spectrum. I would send teachers toworkshops a year before they get the student in the classroom. NOT to a last minuteworkshop the summer or a couple of weeks before the school year starts. That’s no wayto do it. Out of district…and ahead of time.Concerns: I would have to say that the students are fine to work with. But I do wishsomeone had given me the head’s up about the paraprofessional working with thestudent. I don’t know if this is typical, but she did not want him to be independent. Shedid not want him to be successful without her. It was like if she wasn’t needed, then shewouldn’t have a job. She was just crazy about it. I thought as a person she was nice, butshe didn’t like me for suggesting the student could function without her. I didn’t wanther in the room when I was teaching him, because I got some of the worst behaviors outof him when she was there. I think if there was anything that I could have gotten moresupport from someone on…that would have been it. Even just giving me a head’s upabout that. I often don’t want to hear about what problems someone had with studentsbefore—I want to build my own relationship with them. But it would have been good toknow that the para didn’t function well with the student.