Development of an Online Training Program for Public Library Staff to Deliver Autism Friendly Story Time Sessions

ABSTRACT

Children on the autism spectrum are at risk of persistent impairments in literacy. Early literacy opportunities (e.g., Library Story Times) are thus important, but children on the spectrum experience barriers to participating in these. Our objective was to develop an online training package to support implementation of autism-friendly Story Time sessions for librarians. A mixed-methods approach was undertaken across three phases. Phase 1 included face-to-face training development and implementation (n = 22) and quantitative evaluation (autism knowledge, confidence, and social validation). Phase 2 included implementation in libraries and qualitative evaluation of the utility and implementation of training through librarian interviews (n = 5). Phase 3 included translation and implementation of an online module (n = 22) and quantitative evaluation (autism knowledge, confidence, and social validity). Participation in both training modalities increased knowledge of autism and confidence to include children on the spectrum in Story Time sessions. Social validity of both modalities was rated highly. Librarians indicated changes in practice following training, although full implementation of the package was limited to librarians receiving additional coaching. Limitations, future research, and implications in terms of future training and supports including the value of ongoing coaching for implementation are discussed.

KEYWORDS:

• Emergent literacy
• knowledge translation
• librarians
• libraries
• autism spectrum disorder
• autism
• pre-school
• early learning

Acknowledgments

Thank you for the assistance from Brisbane City Council Library Service, librarians and families who participated in this program. Further, thank you to colleagues from Studio G for your creation of video footage and input into this project. Finally, we would like to acknowledge Professor Sylvia Rodger AM for her vision and inspiration for this project and for bringing us all together.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. The term ‘on the autism spectrum’ and ‘on the spectrum’ will be used throughout to refer to individuals with a diagnosis of Autism Spectrum Disorder based on the style guide of the funding agency (blinded for peer review) that are informed by research on preferences of the autism community (Kenny et al., 2016).

2. Note pseudonyms have been used.

Additional information

Funding

The authors acknowledge the financial support of the Cooperative Research Centre for Living with Autism (Autism CRC), established and supported under the Australian Government’s Cooperative Research Centres Program. This project has received financial assistance from the Queensland Government through the State Library of Queensland and the First 5 Forever program.

Notes on contributors

Jessica Paynter

Dr Jessica Paynter is a Senior Lecturer at Griffith University and registered clinical psychologist in Australia. Her research focus is on the development, evaluation, and dissemination of evidence-based assessment and interventions for children with autism spectrum disorder and other developmental disabilities.

Kate Simpson

Dr Kate Simpson is a Senior Lecturer at Griffith University and a registered teacher and qualified occupational therapist. Her research and teaching focuses upon how characteristics of autism influence participation and engagement across a range of environments.

Kate O’Leary

Kate O’Leary is a Certified Practising Speech Pathologist with experience in assessing and providing intervention for children with on the autism spectrum and other developmental disabilities at risk for language and literacy disorders. Her research experience includes working on projects investigating the benefits of shared reading interventions for parents of preschool children with autism.

Andrea Hurley

Andrea Hurley is an early childhood teacher with over 25 years’ experience currently working with Brisbane City Council libraries. Her current role as Coordinator for the First 5 Forever Library Program has included training and resourcing over 340 library staff in Brisbane to deliver high quality, inclusive early literacy programs.

Rachelle Wicks

Rachelle Wicks a PhD candidate at Griffith University with lived experience of autism. Her research experience includes investigation of visual attention during shared book reading and emergent literacy in children on the autism spectrum.

Marleen Westerveld

Dr Marleen Westerveld is an Associate Professor at Griffith University and Certified Practising Speech Pathologist. Her research interests include assessing and providing intervention for children with on the autism spectrum and other developmental disabilities at risk for literacy disorders.