A Comprehensive Inclusion Program for Kindergarten Children With Autism Spectrum Disorder

Abstract

To date, reports of empirically validated comprehensive intervention programs for children with autism spectrum disorder (ASD) have been limited to preschool-age children. We examined the effects of a model inclusive kindergarten program for children with ASD. Forty-one children received instruction in an inclusive kindergarten program with their peers for 28 hrs a week. A comparison group (n = 21) received an eclectic intervention in public, general education, kindergarten classrooms. Examiners administered standardized tests of cognitive, language, and adaptive behavior skills to children in both groups at the beginning and end of the school year. There were no differences in test scores between the two groups at baseline. Following intervention, the model program group had higher mean standard scores in all skill domains. The differences were statistically significant for all domains except adaptive behavior and spoken language. These findings are consistent with reports of success for inclusive programs for preschool children with ASD.

Keywords

autism spectrum disorder kindergarten inclusion comprehensive program

Get full access to this article

View all access options for this article.

References

Bagnato

S. J.

McLean

Macy

Neisworth

J. T.

(2011). Identifying targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33, 243-253.

Boyd

B. A.

Hume

McBee

M. T.

Alessandri

Gutierrez

Johnson

. . . Odom

S. L.

(2013). Comparative efficacy of LEAP, TEACCH, and non-model-specific special education programs for preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44 (2), 366-380.

Brown

W. H.

Conroy

M. A.

(2011). Social-emotional competence in young children with delays: Our reflection and vision for the future. Journal of Early Intervention, 33, 310-320.

Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2010. MMWR Surveillance Summaries, 63(SS02), 1-21.

Chandler-Olcott

Kluth

(2009). Why everyone benefits from including students with autism in literacy classrooms. The Reading Teacher, 62, 548-557.

Conroy

M. A.

Asmus

J. M.

Sellers

J. A.

Ladwig

C. N.

(2005). The use of an antecedent-based intervention to decrease stereotypic behavior in a general education classroom. Focus on Autism and Other Developmental Disabilities, 20, 223-230.

Crosland

Dunlap

(2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification, 36, 251-269. doi:10.1177/0145445512442682.

Dettmer

Simpson

R. L.

Myles

B. S.

Ganz

J. B.

(2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 7-14.

Dunlap

Fox

(2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33, 333-343.

10.

Eldevik

Hastings

R. P.

Hughes

Jahr

(2012). Outcomes of behavioral interventions for children with autism in mainstream pre-school settings. Journal of Developmental Disorders, 42, 210-220. doi:10.1007/s10803-011-1234-9

11.

Engelmann

Bruner

E. C.

(2003). Reading mastery. New York, NY: McGraw-Hill.

12.

Everyday mathematics (3rd ed.). Columbus, OH: Wright Group/McGraw-Hill Education.

13.

Flores

M. M.

Ganz

J. B.

(2009). Effects of direct instruction on the reading comprehension of students with autism and developmental disabilities. Education and Training in Developmental Disabilities, 44, 39-53.

14.

Gersten

Fuchs

L. S.

Coyne

Greenwood

Innocenti

M. S.

(2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.

15.

Gillespie

(2006). Everyday counts. Wilmington, MA: Great Source Education Group.

16.

Goldstein

Schneider

Thiemann

(2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27, 182-199.

17.

Greenwood

C. R.

Carta

J. J.

McConnell

(2010). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention, 33, 254-267.

18.

Grindle

C. F.

Hastings

R. P.

Saville

Hughes

Huxley

Kovshoff

Remington

(2012). Outcomes of a behavioral education model for children with autism in a mainstream school setting. Behavior Modification, 36, 298-319.

19.

Guralnick

(1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22, 70-88.

20.

Harper

C. B.

Symon

J. B.

Frea

W. D.

(2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826.

21.

Harrison

L. P.

(1985). Classroom edition manual for the Vineland Adaptive Behavior Scales. Circle Pines, MN: AGS.

22.

Heflin

L. J.

Alberto

(2001). Establishing a behavioral context for learning for students with autism. Focus on Autism and Other Developmental Disabilities, 16, 93-101.

23.

Howard

J. S.

Stanislaw

Green

Sparkman

C. R.

Cohen

H. G.

(2014). Comparison of behavior analytic and eclectic early interventions for young children with autism after three years. Research in Developmental Disabilities, 35, 3326-3344.

24.

Kaiser

A. P.

Roberts

M. Y.

(2011). Advances in early communication and language intervention. Journal of Early Intervention, 33, 298-309.

25.

Kaufman

A. S.

Kaufman

N. L.

(2004). Kaufman Test of Academic Achievement, Second Edition. Circle Pines, MN: AGS.

26.

Kohler

F. W.

Crilley

K. M.

Shearer

D. D.

Good

(1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90, 240-250.

27.

Lehr

F. R.

Wertheim

Johnson

(2002). THE LETTER PEOPLE® programs: Background and research findings. Waterbury, CT: Abrams & Company.

28.

Lovaas

O. I.

(1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.

29.

MacMillan-McGraw Hill’s Math. (2005). New York, NY: MacMillian/McGraw Hill. intervention and future research. Journal of Autism and Developmental Disorders, 32, 351-372.

30.

Marshall

C. S.

Davis

R. A.

(1999). Beginners learning together: Literacy collaboration between preservice teachers and first-grade students. Early Childhood Education Journal, 27, 53-56.

31.

National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.

32.

Newcomer

Hammill

D. D.

(1997). Test of language development (3rd ed.). Austin, TX: Pro-Ed.

33.

Odom

S. L.

Boyd

B. A.

Hall

L. J.

Hume

(2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 10, 425-436.

34.

Odom

S. L.

Buysse

Soukakou . (2011). Inclusion for children with disabilities. A quarter century of research perspectives. Journal of Early Intervention, 33, 344-356.

35.

Odom

S. L.

Collet-Klingenberg

Rogers

S. J.

Hatton

D. D.

(2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54, 275-282.

36.

Olsen

(1998). Handwriting without tears. Potomac, MD: Handwriting Without Tears.

37.

Ong-Dean

Hofstetter

C. H.

Strick

B. R.

(2011). Challenges and dilemmas in implementing random assignment in educational research. American Journal of Evaluation, 32(1), 29-49. doi:10.1177/1098214010376532

38.

Panerai

Zingale

Trubia

(2009). Special education versus inclusive education: The role of the TEACCH program. Journal of Autism and Developmental Disorders, 39, 874-882.

39.

Rafferty

Piscitelli

Boettcher

(2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467-479.

40.

Reihow

Volkmar

F. R.

(2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40, 149-166.

41.

Rispoli

Neely

Lang

Ganz

(2011). Training paraprofessionals to implement interventions for people autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 14, 378-388.

42.

Rogers

S. J.

Vismara

L. A.

(2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37, 8-38.

43.

Roid

G. H.

Miller

L. J.

(1997). Leiter International Performance Scale–Revised: Examiner’s manual. Dale Wood, IL: Stoelting.

44.

Roid

G. H.

Miller

L. J.

(2002). Leiter International Performance Scale–Revised. Dale Wood, IL: Stoelting.

45.

Sainato

D. M.

Morrison

R. S.

(2001). Transition: Towards a seamless system of service delivery. In Guralnick

(Ed.), Early childhood inclusion: Focus on change (pp. 293-306). Baltimore, MD: Brookes.

46.

Schwartz

I. S.

Sandall

S. R.

McBride

B. J.

Boulware

G. L.

(2004). Project DATA (Developmentally Appropriate Treatment for Autism): An inclusive school based approach to educating young children with autism. Topics in Early Childhood Special Education, 24, 156-168.

47.

Snyder

Hemmeter

M. L.

McLaughlin

(2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention, 33, 357-370.

48.

Sparrow

S. S.

Balla

D. A.

Cicchetti

D. V.

(1985). Vineland Adaptive Behavior Scales–Classroom Edition. Circle Pines, MN: American Guidance Service.

49.

Stahmer

A. C.

Akshoomoff

Cunningham

A. B.

(2011). Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program. Autism, 15, 625-641. doi:10.1177/1362361310392253

50.

Strain

P. S.

Bovey

E. H.

(2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31, 133-154. doi:10.1177/0271121411408740

51.

Strain

P. S.

Schwartz

I. S.

Barton

E. E.

(2011). Providing interventions for young children with autism spectrum disorders: Our reflection and vision for the future. Journal of Early Intervention, 33, 321-332.

52.

Touch math. (2002). Colorado Springs, CO: Innovative Learning Concepts.

53.

Wolery

(2011). Intervention research: The importance of fidelity measurement. Topics in Early Childhood Special Education, 31, 155-157.

54.

Wolery

Hemmeter

M. L.

(2011). Classroom instruction: Background, assumptions, and challenges. Journal of Early Intervention, 33, 371-380.

55.

Yoder

Stone

W. L.

(2006). A randomized comparison of the effect of two prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49, 698-711.