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
- 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.
- 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.
- 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
Excellent presentation from the perspective of Adults who identify as "Autistic". Important to know that many people with Autism DO NOT consider themselves as "Autistic" as a cultural identity and do not wish to be a part of the "Autistic" community. For these individuals it may well be socially valid to work on self-regulation strategies that lessen the impact of their disability on the public. I.e. A person with autism wishes to clerk in a law office and needs strategies for scheduling breaks to a sound proof space in which to take breaks to engage in stereotypy. I think its important to use person-first language when addressing the entire population of persons with autism unless the person has identified themselves as "Autistic". I work with the Deaf community which by in large has a strong identity with the Community and do Identify as "Deaf" (as a people group), so I fully understand the context. Though I am comfortable using "Deaf" I am not yet convinced the "Autistic" is a people group that may be applied generally.
This course addresses important topics, including the perspectives from Autistic adults, caregivers, teachers, Autistic learners, and combinations of these groups. It was so great to hear what practices, we may or may not be using in our practice, are socially valid to these groups, and which are not. It's always essential to include as many voices is possible in such conversations and I think this course is a great beginning in learning how to do so.
Very interesting
This has been one of the most valuable courses that I have taken in recent years. It has been extremely thought provoking and will definitely influence my treatment planning moving forward. The presenter is extraordinarily self-aware and is an impeccable model for all practitioners in the field of ABA.
Course information
- Title: Centering Autistic Perspectives in Early Childhood Services
- Presenter: Kate Chazin Ph.D., M.Ed., BCBA-D
- CEUs: 2 Learning - Ethics
- Duration: 1 hour and 40 minutes
- Customer Rating: (271)