Parents perceptions of school nurses roles: The impact of communication on students with autism spectrum disorder

This qualitative study used the nursing grounding theory to describe parents' experiences working with school nurses to elevate their child’s healthcare. Seventeen interviews were conducted with parents/primary caregivers (P/PCG) who had children with autism spectrum disorder (ASD; ages six to ten). Through centering parents’ voices, the investigators were able to identify gaps in P/CG understanding of their school nurses’ roles through thematic analyses. We found that P/CG lacked the understanding of school nurses' roles and how school nurses could aid their child’s healthcare. The oversight of school nurses contributed to miscommunication, which constrained the relationship between the parent and the school nurse. These findings provide insight into the importance of enhancing communication between the parents of children with ASD and school nurses and was the catalyst to why this article was written. When healthcare professionals provide clarity and expertise to parents as to their respective roles, incorporate perspective-taking, and tailor their approaches based on their concerns, it may enhance parents’ experiences with their school nurses. In addition, school nurses should consider various routes of engaging parents so they have a deeper understanding of their responsibilities in enhancing the healthcare of children with ASD.

Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

The Problem Solver: A Behavioral Intervention for Teaching Problem Solving to High-Functioning Students With Autism

Problem-solving is a skill of fundamental importance for populations with developmental delays, and especially for students with Autism Spectrum Disorder (ASD). Training students with ASD to solve ill-defined problems is a challenging objective for educational and therapeutic teams. This is due to the myriad of unpredictable situations presented during the school day and the various responses, socially appropriate or inappropriate, that may be emitted to solve one's problem. The purpose of this paper is to present a systematic clinical behavioral program named the Problem Solver (PS) specifically designed to teach problem-solving to high-functioning students with ASD. The authors detail the three stages of the PS program (i.e., determining a set of problems and solutions for each student, skill acquisition and practice, and implementation of whole-class token economy). The authors conclude with recommendations for successful implementation in school settings.

A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism

Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.

Understanding Autism

Autism is one disability that everyone has heard about. It is also the disability about which educators still know so little. This chapter will inform preservice teachers about autism using the narrative of two young men and their lives with autism. Theoretical groundings of autism, along with the myths, misperceptions, and mistakes surrounding autism are shared in the chapter. Importantly, for preservice teachers, strategies for successful teaching of students with autism will be outlined.

Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.

A Closer Look at Supporting Elementary Students With Autism in School

While the educational criteria to be a person impacted by autism will always evolve, implementing educational best practices with fidelity significantly improves the likelihood of a student with autism succeeding in school. This chapter presents a brief overview of the educational criteria for an autism eligibility using the Diagnostic and Statistical Manual, Fifth Edition (DSM-5), a comparison of common characteristics or developmental milestones for typically developing elementary students and students with autism, a summary of standard best practices for elementary students with autism. The chapter provides a few examples of how these best practices can be applied across grade and inclusion-level categories.