When treating children with autism spectrum disorders (ASD), behavioural intervention (BI) according to the principles of Applied Behaviour Analysis (ABA) proved to be very efficient. A new Slovenian model for educating special education teachers (SET) for applying BI while working with children with ASD (model SI-VP) was developed as part of the research. The qualitative research was based on the evaluation approach of the multiple case study (implementation of the SI-VP model from the perspective of the target group: SET - child with ASD - parents of a child with ASD). The efficiency of the new SI-VP model was examined in all three groups: SET (evaluation of theoretical and practical competences of BI; the study of how behaviour intervention is included into individualized programmes (IP); evaluation of implementation of BI in practice; evaluation of performed education process), children with ASD (evaluation of challenging behaviour), parents of children with ASD (evaluation of challenging behaviour of their child, evaluation of the SI-VP model). The IP analysis before being added to the the SI-VP model reflects that the treatment planning of challenging behaviour of children with ASD was unmanageable by the SET. The results of the evaluation of the completed SI-VP model showed the increase in the competence of the SET in the field of the BI. Implementation of the SI-VP model into practice by SET has brought many advantages in terms of greater objectivity, better cooperation with parents, competence, behavioural recordings, sensitization of behaviour, increased motivation and responsiveness of the child with ASD. On the other hand, the results showed deficiencies in terms of time constraints, difficulties in planning a supportive behavioural plan, the use of instrumentation and the understanding of some BI principles. SET positively evaluated the supervision, the long-term nature of the SI-VP model, the combination of theory and practice, the group form of education, and the professional relevance of the content. On the other hand, they had problems with the time constraints and distance of the place of education. After the completion of the SI-VP model significant changes were shown in how the SET treated the sensitivity and / or controlled the challenging behaviour of the child with ASD. The selection of priority challenging behaviour and functional assessment by the SET coincided with the selection of parents of children with ASD. Parents were satisfied with controlling challenging behaviour of child with ASD when using BI. They could identify the progress in behaviour, the adequate form of help and way to work with the child, the usefulness of the received instructions and the relief in the family. On the other hand, the difficulty of using the BI in home environment has proven to be one of the disadvantages. The main advantage of the SI-VP model is that it is based on implementation in the school environment and provides low intensity of work with children with ASD. We compared the new nationally-adjusted SI-VP model with the existing established education models in the world.
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