Evaluating a Novel Approach to Community Based Instruction (CBI) in Elementary School for Students With Autism

ABSTRACT

The aim of this study was to evaluate a school-based Community Based Instruction program for students with autism in the elementary school. Developed and coordinated by an occupational therapist, the program’s mission is to develop work behaviors, job skills, social skills, career interests and self-determination skills by generalizing knowledge from the classroom to the inclusive school community through the performance of jobs within the school including running a Coffee Cart, performing library jobs, organizing a Lost and Found, maintaining a garden and running a Farmer’s Market to name a few. This program evaluation assessed program knowledge and attitudes among three stakeholder groups – parents, staff and administrators using a mixed methodologies approach. Knowledge and attitudes are factors identified in the initial learning outcome level of program evaluation. Seventy-four stakeholders participated in the quantitative survey and 25 stakeholders participated in the qualitative focus groups. Results show positive program knowledge and positive attitudes among all stakeholder groups regarding school-based Community Based Instruction in the elementary school for students with autism. Differences in attitudes were found between parents and administrators in the survey. Six themes were identified through the qualitative analysis and are discussed. This research provides, as far as we know, the first research on Community Based Instruction for students with autism in the elementary school utilizing school-based community jobs.

KEYWORDS:

• Autism
• Community Based Instruction
• program evaluation
• elementary school
• occupational therapy

Acknowledgments

This study was done in fulfillment of a doctoral degree to fulfill dissertation requirements

The authors would like to thank Dr. Michele Wiley for her neutral facilitation of the focus groups and Dr. Sinclair Smith for his guidance in statistical analysis. In addition, the authors would like to thank the parents, staff and administrators that took part in this program evaluation and the students who participate in this program.

Disclosure Statement

In accordance with Taylor & Francis policy and my ethical obligations as a researcher, I am reporting that as the researcher and primary author was and currently am employed by the school district where the research occurred. I have disclosed those interests fully to Taylor & Francis, and I have in place an approved plan for managing any potential conflicts arising from employment. The primary researcher performed this study to fulfill dissertation requirements for achievements of the Doctorate of Heath Science in Rehabilitation Sciences degree. She developed the jobs program and works for the school division where the research was performed. The committee members developed the study, a neutral facilitator was used for focus groups, reflexivity was monitored and bracketing strategies for bias were implemented with qualitative analysis performed by three of the members with consensus obtained for the analysis. The committee declares there is no conflict of interest.

Author Contribution

All authors contributed to this study and manuscript. Data collection and thematic analysis was performed by three of the authors with another author offering guidance in program evaluation and the development of surveys. The first draft of the manuscript was written by the primary author in fulfillment of her doctoral degree and all authors contributed to the editing process. All authors have read and have approved of this manuscript.

Availability of Data and Material

As part of the IRB approval process, hard copies of the informed consent forms, survey forms, focus group interest forms and focus group audio transcriptions are stored at Drexel in a locked, secure location. There is not anyway to link identifying information for the consent forms to the survey, focus group interest form or audio transcription. SPSS data is deidentified and cannot be linked to the consent forms. The SPSS data is stored in an encrypted file.

Code Availability

SPSS software was used.

Consent To Participate

Informed consent was obtained from all individual participants included in the study.

Consent To Publish

There is no identifying information in this study. All data has been de-identified.

Ethics Approval

This descriptive and exploratory research study was approved by the Institutional Review Board of Drexel University and the Research Department of this public-school division.

Informed Consent

Informed consent was obtained to participate in the study for all participants.

Additional information

Funding

There are no funding conflicts of interest as this was performed to fulfill dissertation requirements.