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Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms

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Abstract

The Autism Treatment Survey was developed to identify strategies used in education of children with autism spectrum disorders (ASD) in Georgia. Respondents of the web-based survey included a representative sample of 185 teachers across the state, reporting on 226 children with ASD in grades preschool-12th. The top five strategies being used in Georgia (Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social StoriesTM) are recognized as lacking a scientific basis for implementation. Analysis revealed the choice of strategies varied by grade level and classroom type (e.g., general education, special education). Results highlight clear implications for preservice and inservice educator training, and the need for continued research to document evidence-based strategy use in public schools for students with ASD.

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Acknowledgments

We would like to extend a sincere thank you to Glen Dunlap, University of South Florida; Cathy Lord, University of Michigan; Richard Simpson, University of Kansas; and Aubyn Stahmer, University of California at San Diego, for their generous input and feedback into the construction of the Autism Treatment Survey. We also thank William Curlette, Walter Greene, Randy Jones, and Toni Marcovecchio for their assistance with the first draft of the Autism Treatment Survey and online technical support. Thank you to all of the teachers who participated in the pilot project. We are grateful to all the teachers in the State of Georgia who completed the online survey; without them these data could not have been collected. Finally, thank you to the reviewers of the earlier draft of this report. Your feedback was beneficial in improving clarity and offering additional topics for inclusion. For a copy of the Autism Treatment Survey contact K. L. Hess.

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Authors and Affiliations

  1. Department of Educational Psychology and Special Education, Georgia State University, P.O. Box 3979, Atlanta, GA, 30302-3979, USA

    Kristen L. Hess, Michael J. Morrier, L. Juane Heflin & Michelle L. Ivey

Authors
  1. Kristen L. Hess
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  2. Michael J. Morrier
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  3. L. Juane Heflin
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  4. Michelle L. Ivey
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Corresponding author

Correspondence to Kristen L. Hess.

Appendix A: Example of ATS Item

Appendix A: Example of ATS Item

Interpersonal Relationship Intervention

  1. 1.

    Which strategy do you use the most frequently in your classroom?*

    • –none–

    • Floor Time (Greenspan; Developmental Individual Difference Relationship Based Model)

    • Gentle Teaching

    • Holding Therapy

    • Pet/animal Therapy

    • RDI (Relational Development Intervention)

  2. 2.

    With how many students do you use this strategy?

    • The value must be between 1 and 20, inclusive.

  3. 3.

    How were you trained in this strategy?

    • Choose the answer that has contributed the most substantially to your use of this technique.**

    • Teacher Preparation Program

    • Half-day Workshop

    • Full Day Workshop

    • Program Developer

    • Local School Inservice

    • Peer Teacher/Therapist

    • Hands-On/Practical Experience

    • Self-Taught

    • Parent Instruction

    • County School System Inservice

    • –None–

*This question is repeated 2 more times so that the participant may list Secondary Treatments and Other Treatments

**Information regarding these data will be reported in a follow up article.

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Hess, K.L., Morrier, M.J., Heflin, L.J. et al. Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms. J Autism Dev Disord 38, 961–971 (2008). https://doi.org/10.1007/s10803-007-0470-5

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  • DOI: https://doi.org/10.1007/s10803-007-0470-5

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