Tutor Support of the Educational Process of Junior Schoolchildren with ASD: «Class Tutor» Intervention

146

Abstract

The heterogeneity and complexity of autism spectrum disorders (ASD) determines the need to develop special education and support environment for children with ASD, considering children special educational needs. Tutor support is a necessary, guaranteed and learning model-independent condition for the effective adaptation of a child with autism in the school environment. The «Class tutor» technology is an original education intervention developed within the framework of the concept of inclusive education. The technology focuses on the group tutor support in a grade for children with ASD. Goals of the intervention are: the adaptation of students to the educational process the individual inclusion of the student in the team; participation of a tutor in group lesson activities and tutor assistance to the group in the mastering of the education program (special type of the educational program for children with ASD); developing of the individual learning conditions, developing of the functional skills and reducing of the episodes of unwanted behavior. The specific tasks of the stages (preliminary, adaptive-diagnostic, main, final) of the technology implementation are presented. During the work with the unwanted behavior tutor uses following applied behavioral analysis techniques implemented in the «Class tutor» intervention: the use of motivational stimuli; the dosed use of prompts of various levels; extinction; positive weakening; the establishment of instructional control; an increase in the period of problem-free behavior; support and consolidation of alternative and replacing forms of behavior, maintaining an adequate pace of work; training functional communication. The game interaction during the break has been chosen as the model for the description of the intervention scheme. The principles of the intervention effectiveness study design include multiple case and multiple-baseline methodology.

General Information

Keywords: autism, tutor, tutor support, autism spectrum disorders (ASD), schoolchildren with ASD, inclusion, inappropriate behavior, applied behavior analysis

Journal rubric: Interventions for ASD: Evidence-Based Approach

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2022200401

Funding. The research was carried out within the state assignment of the Ministry of Education of the Russian Federation (theme No. 073-00110-22-02, 08.04.2022) «Comprehensive support for children with ASD based on evidence-based approach»

Received: 11.11.2022

Accepted:

For citation: Rudneva E.V., Davydova E.Y., Tyushkevich S.A., Shvedovskiy E.F., Khaustov A.V. Tutor Support of the Educational Process of Junior Schoolchildren with ASD: «Class Tutor» Intervention. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2022. Vol. 20, no. 4, pp. 3–16. DOI: 10.17759/autdd.2022200401. (In Russ., аbstr. in Engl.)

References

  1. Grebennikova V.M. Razvitie inklyuzivnogo obrazovaniya v Rossiiskoi Federatsii: problemy i perspektivy [Development of inclusive education in the Russian Federation: problems and prospects]. Fundamental’nye issledovaniya [Fundamental Studies], 2015, no. 2, pt. 19, pp. 113—116.
  2. Dmitrova E.D. Logopedicheskie karty dlya diagnostiki rechevykh rasstroistv [Speech-language therapy cards for diagnosing speech disorders]. Moscow: Publ. AST: Publ. Kharvest, 2008. 144 p. ISBN 978-5-17-049575-7.
  3. Ekzhanova E.A., Reznikova E.V. Model’ pedagogicheskogo soprovozhdeniya pedagogom-t’yutorom detei s ogranichennymi vozmozhnostyami zdorov’ya v usloviyakh integrirovannogo obucheniya [Model of a teacher-tutor’s pedagogical support for children with disabilities in the conditions of integrated education]. Spetsial’noe obrazovanie [Special Education], 2018, no. 4, pp. 21—40.
  4. Kalashnikova S.A., Elokhina K.A. T’yutorskoe soprovozhdenie detei s rasstroistvami autisticheskogo spektra v usloviyakh inklyuzivnogo obrazovaniya: sistemno-resursnyi podkhod [Tutoring Support for Children with Autism Spectrum Disorders in Inclusive School: System-Resource Approach]. Uchenye zapiski ZabGU: Seriya: Pedagogicheskie nauki [Scholarly Notes of Transbaikal State University: Series: Pedagogical Sciences], 2018, vol. 13, no. 3, pp. 33—40. DOI:10.21209/2542-0089-2018-13-3-33-40
  5. Cooper J.O., Heron T.E., Heward W.L. Prikladnoi analiz povedeniya [Applied Behavior Analysis]. Moscow: Publ. Praktika, 864 p. ISBN 978-5-89816-157-6.
  6. Kupchaeva P.E., Khristolyubova L.V., Tsygankova A.V. Problemy organizatsii t’yutorskogo soprovozhdeniya obuchayushchikhsya s rasstroistvami autisticheskogo spektra v usloviyakh inklyuzivnogo obrazovaniya [Issues of organizing tutor support for students with autism spectrum disorders in inclusive education]. Spetsial’noe obrazovanie [Special Education], 2022, no. 1, pp. 189—201.
  7. Mamokhina A., Pereverzeva D.S., Tyushkevich S.A. et al. Problemy i perspektivy realizatsii dokazatel’nogo podkhoda v ramkakh deyatel’nosti regional’nykh resursnykh tsentrov po soprovozhdeniyu lits s RAS [Problems and Perspectives in the Evidence-Based Approach Implementation in the ASD Support Regional Resource Centers]. Autizm i narusheniya razvitiya [Autism and developmental disorders (Russia)], 2022, vol. 20, no. 3, pp. 15—25. DOI:10.17759/autdd.2022200302
  8. Samsonova E.V., Bystrova Yu.A., Shemanov A.Yu. et al. Kompetentsii t’yutora v inklyuzivnom obrazovanii: spetsifika programm professional’noi podgotovki [Tutor Competencies in Inclusive Education: Specifics of Professional Training Curricula]. Psikhologo-pedagogicheskie issledovaniya [Psychological-Educational Studies], 2022, 14, no. 2, pp. 84—99. DOI:10.17759/psyedu.2022140206
  9. Samsonova E.V., Mel’nik Yu.V., Karpenkova I.V. T’yutorskoe soprovozhdenie obuchayushchikhsya s osobymi obrazovatel’nymi potrebnostyami v usloviyakh inklyuzivnogo obrazovaniya [Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education]. Klinicheskaya i spetsial’naya psikhologiya [Clinical Psychology and Special Education], 2021, vol. 10, no. 2, pp. 165—182. DOI:10.17759/cpse.2021100210
  10. Semenovich L., Manelis N.G., Khaustov A.V. et al. Opisanie metodiki otsenki bazovykh rechevykh i uchebnykh navykov (ABLLS-R) [Description of the Assessment of Basic Language and Learning Skills Revisited (ABLLS:R)]. Autizm i narusheniya razvitiya [Autism and developmental disorders (Russia)], 2015, vol. 13, no. 3, pp. 3—10. DOI:10.17759/autdd.2015130301
  11. Alekhina S.V., Samsonova E.V. (eds.) Sozdanie inklyuzivnoi obrazovatel’noi sredy v obrazovatel’nykh organizatsiyakh: metodicheskie rekomendatsii dlya rukovodyashchikh i pedagogicheskikh rabotnikov obshcheobrazovatel’nykh organizatsii [Creating an inclusive educational environment in education organizations: teaching guidelines for administrative and educational workers]. Moscow: Publ. Moscow State University of Psychology and Education, 2022. 151 p. ISBN 978-5-94051-243-1.
  12. Samsonova E.V. (ed.) T’yutorskoe soprovozhdenie detei s ogranichennymi vozmozhnostyami zdorov’ya v usloviyakh inklyuzivnogo obrazovaniya [Web resource]: metodicheskoe posobie [Tutor support for children with disabilities in the conditions of inclusive education]. Moscow: Publ. Moscow State University of Psychology and Education, 2017. 173 p. ISBN 978-5-94051-162-5. URL: http://www.psychlib.ru/inc/absid.php?absid=371369 (Accessed 17.11.2022).
  13. Filimonenko Yu.I., Timofeev V.I. Test Vekslera: Diagnostika struktury intellekta (detskii variant): Metodicheskoe rukovodstvo [The Wechsler Intelligence Scale for Children: Diagnosing intellingence structure: Guide]. Saint Petersburg: Imaton, 2016. 106 p. ISBN 978-5-7822-0065-7.
  14. Khaustov A.V., Shumskikh M.A. Dinamika v razvitii sistemy obrazovaniya detei s rasstroistvami autisticheskogo spektra v Rossii: rezul’taty Vserossiiskogo monitoringa 2021 goda [Dynamics in the Development of the Education System for Children with Autism Spectrum Disorders in Russia: Results of the 2021 National Monitoring]. Autizm i narusheniya razvitiya [Autism and developmental disorders (Russia)], 2022, 20, no. 3, pp. 6—14. DOI:10.17759/autdd.2022200301
  15. Sheptunova T.V. Korrektsiya nezhelatel’nogo povedeniya u chetyrekh uchashchikhsya s RAS v formate gruppovoi raboty s pomoshch’yu individualizirovannoi sistemy pooshchrenii [Unwanted Behavior Interventions in the Group of Four Students with ASD. The Individualized Reinforcement System]. Autizm i narusheniya razvitiya [Autism and developmental disorders (Russia)], 2022, vol. 20, no. 3, pp. 53—64. DOI:10.17759/autdd.2022200306
  16. Anglim J., Prendeville P., Kinsella W. The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorders. Educational Psychology in Practice, 2018, vol. 34, no. 1, pp. 73—88. DOI:10.1080/02667363.2017.1391750
  17. Davis N., Rispoli M. Introduction to the Special Issue: interventions to reduce challenging behavior among individuals with autism spectrum disorder. Behavior modification, 2018, vol. 42, no. 3, pp. 307—313. DOI:10.1177/0145445518763851
  18. Cameron D., Cook B., Tankersley M. An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms. International Journal of Inclusive Education, 2012, vol. 16, no. 12, pp. 1335—1354. DOI:10.1080/13603116.2011.580459
  19. Cameron L. An examination of teacher—student interactions in inclusive classrooms: teacher interviews and classroom observations. Journal of Research in Special Educational Needs, 2014, vol. 14, no. 4, pp. 264—273. DOI:10.1111/1471-3802.12021
  20. Causton-Theoharis J.N., Giangreco M.F., Doyle M.B. et al. Paraprofessionals: The “Sous-Chefs” of Literacy Instruction. Teaching Exceptional Children, 2007, vol. 40, no. 1, pp. 56—62.
  21. Causton-Theoharis J.N., Malmgren K.W. Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 2005, vol. 71, no. 4, pp. 431—444.
  22. Dykstra Steinbrenner J.R., Watson L.R. Student engagement in the classroom: The impact of classroom, teacher, and student factors. Journal of Autism and Developmental Disorders, 2015, vol. 45, no. 8, pp. 2392—2410. DOI:10.1007/s10803-015-2406-9
  23. Farmer C., Adedipe D., Bal V.H. et al. Concordance of the Vineland Adaptive Behavior Scales, second and third editions. Journal of Intellectual Disability Research, 2020, vol. 64, no. 1, pp. 18—26. DOI:10.1111/jir.12691
  24. Gast D.L., Lloyd B.P., Ledford J.R. Multiple baseline and multiple probe designs [Web resource] // Single case research 2nd ed. Abingdon-on-Thames: Routledge, 2014. Pp. 251—296. ISBN 978-0-203-52189-2. URL: https://www.taylorfrancis.com/chapters/edit/10.4324/9780203521892-11/multiple-baseline-multiple-probe-designs-david-gast-blair-lloyd-jennifer-ledford (Accessed 17.11.2022).
  25. Hall J., Grundon G.S., Pope C. et al. Training paraprofessionals to use behavioral strategies when education learners with autism spectrum disorders across environments. Behavioral Intervention, 2010, vol. 25, no. 1, pp. 37—51. DOI:10.1002/bin.294
  26. Koegel L., Matos-Freden R., Lang R. et al. Interventions for children with autism spectrum disorders in inclusive school Cognitive and Behavioral Practice, 2012, vol. 19, no. 3, pp. 401—412. DOI:10.1016/j.cbpra.2010.11.003
  27. Lane L., Fletcher T., Carter E.W. et al. Paraprofessional-led phonological awareness training with youngsters at risk for reading and behavioral concerns. Remedial and Special Education, 2007, vol. 28, no. 5, pp. 266—276. DOI:10.1177/07419325070280050201
  28. Lekwa A.J., Reddy L.A. Current status and future directions in assessment of paraprofessional practices. Psychology in the Schools, 2021, vol. 58, no. 4, pp. 648—668. DOI:10.1002/pits.22480
  29. Lindsay S., Proulx M., Thomson N. et al. Educators’ challenges of including children with autism spectrum disorders in mainstream classrooms. International Journal of Disability Development and Education, 2013, vol. 60, no. 4, pp. 347— DOI:10.1080/1034912X.2013.846470
  30. MacNaul L., Neely L.C. Systematic review of differential reinforcement of alternative behavior without extinction for individuals with autism. Behavior Modification, 2018, vol. 42, no. 3, pp. 398—421. DOI:10.1177/0145445517740321
  31. Majoko T. Inclusion of children with autism spectrum disorders: Listening and hearing to voices from the grassroots. Journal of Autism and Developmental Disorders, 2016, vol. 46, no. 4, pp. 1429—1440. DOI:10.1007/s10803-015-2685-1
  32. Malmgren K.W, Causton-Theoharis J. Boy in the bubble: effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 2006, 20, no. 4, pp. 301—312. DOI:10.1080/02568540609594569
  33. Malmgren K.W., Causton-Theoharis J.N., Trezek B.J. Increasing peer interactions for students with behavioral disorders via paraprofessional Behavioral Disorders, 2005, vol. 31, no. 1, pp. 95—106. DOI:10.1177/019874290503100105
  34. Meindl J.N., Delgado D., Casey L.B. Increasing engagement in students with autism in inclusion classrooms. Children and Youth Services Review, 2020, vol. 111, article no. 104854. 10 p. DOI:10.1016/j.childyouth.2020.104854
  35. Minondo S., Meyer L.H., Xin J.F. The role and responsibilities of teaching assistants in inclusive education: What’s appropriate? Journal of the Association for Persons with Severe Handicaps, 2001, vol. 26, no. 2, pp. 114—119. DOI:10.2511/26.2.114
  36. Quilty K.M. Teaching paraprofessionals how to write and implement social stories for student with autism spectrum Remedial and Special Education, 2007, vol. 28, no. 3, pp. 182—189. DOI:10.1177/07419325070280030701
  37. Reddy L.A., Glover T.A., Dudek C.M. et al. A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student Journal of School Psychology, 2022, vol. 92, pp. 227—245. DOI:10.1016/j.jsp.2022.04.002
  38. Riggs C.G., Mueller P.H. Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 2001, vol. 35, no. 1, pp. 54—62.
  39. Segall J., Campbell J.M. Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders. Research in Autism Spectrum Disorders, 2012, vol. 6, no. 3, pp. 1156—1167. DOI:10.1016/j.rasd.2012.02.007
  40. Sobeck E., Robertson R. Perspectives on current practices and barriers to training for paraeducators of students with autism in inclusive settings. Journal of the American Academy of Special Education Professionals, 2019, vol. 21, no. 1, 131—151.
  41. Sparapani , Morgan L., Reinhardt V.P. et al. Evaluation of classroom active engagement in elementary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 2016, vol. 46, no. 3, pp. 782—796. DOI:10.1007/s10803-015-2615-2
  42. Towgood J., Meuwese J.D.I., Gilbert S.J. et al. Advantages of the multiple case series approach to the study of cognitive deficits in autism spectrum disorder. Neuropsychologia, 2009, vol. 47, no. 13, pp. 2981—2988. DOI:10.1016/j.neuropsychologia.2009.06.028

Information About the Authors

Elena V. Rudneva, educational psychologist, Centre for Psychological, Medical and Social Support for Children and Adolescents, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4412-7890, e-mail: Len4a90@mail.ru

Elizaveta Y. Davydova, PhD in Biology, Associate Professor, Leading Researcher, Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Associate Professor of the Department of Differential Psychology and Psychophysiology Faculty of “Clinical and Special Psychology”, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5192-5535, e-mail: el-davydova@mail.ru

Svetlana A. Tyushkevich, PhD in Psychology, Senior Researcher of the scientific laboratory of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9029-2830, e-mail: tyushkevichsv@yandex.ru

Evgeniy F. Shvedovskiy, methodologist of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology & Education, researcher of the Laboratory of Comprehensive Language Research in Children with Autism & Developmental Disorders, executive secretary of the Journal "Autism & Developmental Disorders", Moscow State University of Psychology & Education; junior researcher of the laboratory of clinical psychology, Mental Health Research Center; Neuropsychologist, Center of Health & Development of St.Luke; neuropsychologist, ABA-Center "My Planet", Moscow, Russia, ORCID: https://orcid.org/0000-0002-2834-7589, e-mail: shvedovskijef@mgppu.ru

Arthur V. Khaustov, PhD in Education, Director of the Federal Resources Center for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9634-9295, e-mail: arch2@mail.ru

Metrics

Views

Total: 1141
Previous month: 108
Current month: 63

Downloads

Total: 146
Previous month: 9
Current month: 5