It is critically important to incorporate Autistic perspectives in educational decision-making for young Autistic children, in order to improve practices so they are Autistic-affirming and socially valid. However, few studies have directly assessed Autistic perspectives on typical early childhood practices. In this presentation, we will share a mixed methods survey assessing the social acceptability of goals, learning contexts, and procedures typically used in early childhood settings. We distributed the survey to Autistic adults, as well as other stakeholders (i.e., parents, practitioners). We received responses from 660 individuals, 226 of whom identified as Autistic. Respondents reported (a) high acceptability for goals promoting self-determination, and low social validity for goals that promote masking of autistic characteristics, (b) high acceptability for antecedent interventions, and low social validity for procedures that include some forms of extinction, and (c) that appropriate learning environments are highly context dependent, given individual needs. They also reported that the child is the most important stakeholder in educational-decision making. We make recommendations to practitioners in response to survey results, including ways to (a) respect Autistic culture and characteristics in selecting goals, (b) consider social, emotional, and psychological needs in selecting procedures, and (c) individualize goals, learning contexts, and procedures based on the child’s perspectives and unique needs.

Learning Objectives

1. At the conclusion of this presentation, expanding on Ethics Code 2.09, participants will be able to identify new and emerging discrete strategies for involving clients and relevant stakeholders in selecting goals, designing assessments and interventions, and conducting progress monitoring.
2. At the conclusion of this presentation, expanding on Ethics Code 2.11, participants will be able to teach and identify indicators of assent and dissent in young children and obtain ongoing assent within a session.
3. At the conclusion of this presentation, expanding on Ethics Code 2.13 and 2.15, participants will be able to identify potential causes of harm through an Autistic lens, and be better able to design assessments and behavior change interventions that minimize risk of short- and long-term harm.

About the Presenter

Kate Chazin

Kate Chazin is a doctoral-level Board Certified Behavior Analyst (BCBA-D) at TRIAD – The Autism Institute at Vanderbilt Kennedy Center. She completed her M.Ed. and Ph.D. in Special Education at Vanderbilt University, with concentrations in Early Childhood and ABA. She serves as a researcher and consultant on capacity-building projects for caregivers and teachers of young Autistic children. She is also an integral part in coordinating TRIAD’s Autistic Advisory Network, which incorporates feedback from Autistic and Neurodivergent individuals to guide practice and research. Her current research primarily centers on (a) self-determination in early childhood, (b) assessing and honoring child assent/dissent, and (c) collaborating with Autistic adults to improve social validity of behavior analytic practices. Kate identifies as Neurodivergent (medical diagnoses of ADHD and postpartum psychosis) and is exploring whether she identifies as Autistic. She is the proud parent of two amazing daughters, and she credits her behavior analytic training with giving her practical tools and strategies to be a more heart-centered, kid-centered caregiver.