International Journal Special Education

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INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011These results vary from earlier studies which reported that principals lacked the necessary training, skills,and confidence to assess and support teachers who taught children classified with autism in inclusiveclassrooms (Downing & Williams, 1997). Based on the collective responses from 62.7% of the principalswho expressed confidence in their ability to evaluate and support staff who worked with these students,several explanations were offered in Table 2 to shed light on this perception of confidence.Undergraduate and graduate school coursework and training was cited by 50% (16 out of 32) of theprincipals as the primary reason for their confidence. Twenty of the 32 principals (62.5%) who reportedin Table 1 they were confident in their training and skills to evaluate and support staff working withchildren classified with autism in inclusive classroom settings also reported they had taken courseworkgrounded in the principles of ABA. Such coursework was taken either at their respective Institution ofHigher Education (IHE) or they participated in staff development opportunities (in-service training orworkshops pertaining to instructional practices grounded in the principles of ABA) within their LEAs.The survey results indicated that 31 or 60.8% of the 51 principals reported they had not taken anycoursework grounded in the principles of ABA. Nineteen or 61.3% of the 31 principals who had nottaken any coursework in ABA reported they lacked confidence in their pedagogical preparation toevaluate and support teachers who worked in inclusive settings with children classified with autism.Hence, the results of this survey study supported the hypothesis that principals who understandinterventions grounded in the principles of ABA perceived they are better able to support educators whoteach students classified with autism. The results of this study supported earlier research findings whichreported the need for all educators to be skilled and competent in the use of long-standing effectiveevidence-based instructional practices (Dammann & Vaughn, 2001; Harrower & Dunlap, 2001; McCabe,2008; and others).Of the principals who perceived and reported they lacked confidence in their pedagogical preparation toevaluate and support staff who worked with students classified with autism, 61.3% reported a need forfurther training in evidence-based instructional practices grounded in the principles of ABA, and PBSinterventions primarily. These principals cited support from their SPED colleagues as well as theopportunity to observe model ABA programs as areas that would enhance their effectiveness inevaluating and supporting their staff.Limitations of the Survey StudyOne limitation of this study was that it was conducted as a survey research study. Therefore, definitiveconclusions about the benefits of a principal having knowledge and relevant training in ABAmethodologies and practices cannot necessarily be drawn from the collective responses. Secondly, theprincipals’ responses may have been subjected to inaccurate reporting. Lastly, a third limitationconcerned the validity and reliability of the survey instrument. While the instrument was reviewed by anational jury of experts and revised accordingly, it was not validated nor tested for reliability.Final Thoughts and Implications for Future ResearchThe dramatic increases in the number of identified students classified with autism, throughout the USand globally continue to be a widespread concern. As we embark on the 21 st century, teaching studentsclassified with autism using evidence-based instructional practices grounded in the principles of ABA, aswell as PBS interventions, appears to be the hallmark challenge for IHE, LEAs, administrators, educatorsand parents. Every effort must therefore be made to reform our instructional methods and interventions,as guided by previous and prospective validated empirical findings, to affect positive gains in the (a)cognitive domain, (b) social and behavioral skills domain, and (c) language and communication skillsdomain of students classified with autism.These students classified with autism appear to be in need of receiving more than an appropriateeducation if they are to achieve their maximum potential. They need their teachers and principals to beprofessionally trained and skilled in evidence-based instructional methods and strategies grounded in theprinciples of ABA. Although ABA is strongly supported by empirical research, other approaches toinstruction should be explored to determine their efficacy in helping children on the autistic spectrum.Downing and Williams (1997) reported that principals were in need of being trained and skilled inevidence-based practices. In fact, principals have expressed a lack of confidence in their pedagogicalpreparation to support educators who teach children classified with autism in inclusive classrooms218
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol 26, No: 3, 2011(Anderson & Decker, 1993; Evans, Bird, Ford, Green, & Bischoff, 1992; Patterson, Bowling, &Marshall, 2000; Praisner, 2003; Reynolds, 2008). Hence, future empirical studies should examine thedirect relationship between the pedagogical preparation of building principals and their level of success(as determined by the outcome data of students’ learning) in supporting educators working with studentswho are classified with autism in inclusive classrooms.If building principals continue to be recognized as the educational leader of their respective schools, IHEmust examine, adjust, and revise their administrative syllabi to ensure that future school leaders are welltrained to make evidence-based decisions pertaining to curriculum and pedagogical instruction for allstudents (Barnett & Monda-Amaya, 1998; Reynolds, 2008; Salisbury, 2006; Salisbury & McGregor,2002). Principals should be articulate and knowledgeable about evidence-based instructional practicesapplicable to all students, especially those classified with autism who receives their instruction ininclusive classrooms.The writers concluded it is imperative that principals become better prepared to address the educationalchallenges of working with autistic children. Therefore, principals should be expected to: (a) demonstrateknowledge of content and evidence-based pedagogy, (b) apply findings of empirical research (such asABA and PBS) to the continued enhancement of curriculum and instruction for students classified withautism, (c) supervise as well as support educators working with students classified with autism ininclusive settings in their elementary schools, and (d) increase students’ standardized test scores.Finally, it is incumbent upon IHE to collaborate and conduct follow-up surveys with LEAs that haveemployed the respective institutions’ administrative alumni to determine the level of their efficacy inpreparing principals to evaluate and support teachers who teach students classified with autism ininclusive settings. Duncan (2009) noted that Louisiana is the only state following the status and successof its graduates to determine the effectiveness of its teacher preparation programs. Perhaps the samemodel should be used to track the success of administrative preparation programs and its alumni. Suchinformation would provide colleges and universities with the necessary data to help reform theirinstructional administrative syllabi, which would improve the preparation and confidence of prospectiveprincipals who in turn would better support teachers who teach students classified with autism ininclusive classroom settings.ReferencesAdair, G., & Schneider, L. (1993). Banking on learning: An incentive system for adolescents in theresource room. Teaching Exceptional Children, 25, 30-34.Anderson, R. J., & Decker, R. H. (1993). Theprincipal’s role in special education programming.National Association of Secondary School PrincipalsBulletin, 77, 1-6.Anglesea, M. M., Hoch, H., & Taylor, B. A. (2008). Reducing rapid eating in teenagers with autism:Use of a pager prompt. Journal of Applied Behavior Analysis, 41, 107-111.Arthaud, T. J., Aram, R. J., Breck, S. E., Doelling, J. E., & Bushrow, K. M. (2007). Developingcollaboration skills in pre-service teachers: A partnership between general and specialeducation. TeacherEducation and Special Education, 30, 1-12.Baer, M., Wolf, M., & Risley, R. (1968). Some current dimensions of applied behavior analysis. Journalof Applied Behavior Analysis, 1, 01-07.Barnet, C., & Monda-Amaya, L. E. (1998). Principal’s knowledge of and attitudes toward inclusion.Remedial & Special Education, 19, 181-192.Browder, D. M., Karvonen, M., Davis, S., Fallin, K., & Courtade-Little, G. (2005). A consideration ofwhat may influence student outcomes on alternate assessments. Education and Training inDevelopmental Disabilities, 38, 255-270.Carr, E. G. (1997). The evolution of applied behavior analysis into positive behavior support. Journal ofthe Association for Persons with Severe Handicaps, 22, 208-209.Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin,R. W., Koegel, L. K., & Fox, L. (2002). Positive behavioral support: Evolution of an applied science.Journal of Positive Behavior Interventions, 4, 4-16.Carter, E. W., & Hughes, C. (2006). Including high school students with severe disabilities in generaleducation classes: Perspectives of general and special educators, paraprofessionals, and administrators.Research & Practice for Persons with Severe Disabilities, 31, 174-185.Centers for Disease Control and Prevention (CDC). Prevalence of Autism Spectrum Disorders – Autismand Developmental Disabilities Monitoring Network, United States, 2006. MMWR SS 2009; 58(SS-10).219
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