One of the greatest challenges parents of children with disabilities face is finding the most appropriate educational program. When searching for a school for a child with autism spectrum disorder (ASD), the task can be complex. Understanding instructional and social variables can help parents make the right decision.
Instructional Considerations
First, parents must determine if the instructional programs employed by a school are consistent with what they feel will be effective for their child. Ensuring the right fit is critical and can be assessed not only by asking questions but also by touring a program and observing classrooms in action.
When observing a classroom, parents should note the following:
- Student engagement: For learning to occur, a student must frequently and appropriately engage with materials, as well as with staff and other children. Observe several students and determine if they are listening to the instructor, following directions, completing work, and engaging with recreational materials. Ideally, students should be engaged at least 80% of the time.
- Opportunities to build communication and social skills: Quality educational programs will arrange their learning environments so students have an opportunity to communicate. For example, at snack time, students may be encouraged to ask for their snacks rather than have the teacher offer snacks to them. There should also be opportunities to learn and practice social skills, ranging from greeting others and taking turns to saying “please” and “thank you” and engaging in conversations.
- Opportunities to increase independent living skills: Look for evidence that students are being taught academics, as well as self-care, motor, recreational, domestic, and employment skills (for older students). Ask about the level and intensity of a school’s community-based instructional program. For optimal progress, most students should receive systematic instruction in the community at least weekly.
- Motivational systems, preferred materials, and visual supports: When observing structured teaching, make sure a motivational system is in place (e.g., a point system or token economy) and that staff is using preferred materials and visual supports (e.g., visual schedule pictorial reward cards, word/picture prompt cards, social stories) to enhance understanding. Ask how staff are trained to implement different strategies. Determine if the teaching methods and interventions are supported by scientific research.
- The school’s philosophy regarding behaviors: Inquiry about the school’s philosophy regarding the reduction of unwanted behaviors, and ask questions, such as, “Are functional behavior assessments used for program planning?” Or, “Are these plans designed to teach appropriate alternatives to replace challenging behaviors?” Consider how staff members respond to unwanted behavior. Are they calm, or do they show frustration?
Social Considerations
While it is crucial to consider the instructional aspects of a school, the social climate is equally important. Parents should pay attention to the frequency and quality of staff-to-student interactions and note the following:
- Rates of verbal praise: Praise should be varied and delivered in an enthusiastic manner. Pay attention to the frequency of corrective feedback and how it is delivered. If instruction is designed carefully, error rates will be low, and the use of corrective feedback will be minimized. For every instance of corrective feedback, there should be three to five statements of praise.
- Happiness of students and staff: Are students and staff smiling? Do the activities seem exciting? Are students allowed to make choices during each activity? Research shows that using preferred activities during instruction and providing students with opportunities to make choices can lead to higher rates of learning and fewer behavioral challenges.
- Staff-to-staff communication and family involvement: Determine what mechanisms exist to allow staff to develop activities, discuss specific child/classroom challenges, and meet with families, clinicians, and other staff. Find out if there are formal mechanisms in place to solicit parent feedback about school components and future development.
- School policy regarding the observation of students: Inquire about the school’s policy regarding the observation of students. Determine if there is a way to observe students from outside the classroom, if there are time constraints placed upon observation, and if prior notification is required.
- Intervention education for families: Most schools offer training sessions open to families seeking to learn how to implement interventions at home. However, not all educational programs invite parents into the classroom to practice techniques or visit the home to show parents how to implement interventions. Good schools recognize that learning does not end when the school day is over and that continuity across school and home greatly benefits children with ASD.
Remember, finding the best education program for your child may not be easy, but it is worth the effort and will ultimately enhance their overall quality of life.
Todd Harris, PhD, is Executive Director of Autism Services at Devereux Advanced Behavioral Health.
