Theses and Dissertations

Date of Award

2008

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Janice Bevan

Committee Member

June S. Delano

Committee Member

Maryellen Maher

Keywords

Autism/Autism Spectrum Disorders/Behavior Therapy/Special Education/Early Intervention

Abstract

Autism is a debilitating and lifelong disability for an increasing number of school-age children. Although the National Research Council suggested indicators of quality programs for children with autism, no legal requirement or formal guidelines exist regarding qualifications, education, or experience of individuals charged with developing and implementing educational programs for children with autism.

The purpose of this study was to determine the relationship between the educational qualifications of early intensive behavior intervention (EIBI) program administrators for children with autism and the frequency of program quality indicators in the programs they develop. The sample in this study consisted of public school employees whose job responsibilities included the implementation of EIBI programs for children with autism and the administrators of those individual programs.

Data were collected using the researcher devised Administrator Survey and Program Component Checklist (PCC) for Implementers. The Administrator Survey was used to collect data regarding administrators’ qualifications, and the PCC was used to collect data regarding the frequency of quality program indicators in those programs developed by Administrator Survey participants. The researcher expected to establish a statistically significant relationship between the frequency of quality indicators in programs for children with autism and the qualifications and experience of those who administer the programs.

Results of the study indicate that even though quality indicators are present in many individualized EIBI programs, general weaknesses exist among all programs. These weaknesses include insufficient emphasis on expressive language skills, training for generalization of skills, instruction in natural environments with same-aged, nondisabled peers, and specific behavior interventions to address behavior problems. Careful analysis of respondent results suggests that individuals certified as Board Certified Behavior Analysts and Board Certified Associate Behavior Analysts develop programs that include the highest frequency of quality indicators.

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