University of Illinois Urbana-Champaign

Behavior analysts transitioning young autistic children from intensive behavior intervention to public school: A mixed methods study

Sleiman Haidar, Ban

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https://hdl.handle.net/2142/125656

Description

Title
Behavior analysts transitioning young autistic children from intensive behavior intervention to public school: A mixed methods study
Author(s)
Sleiman Haidar, Ban
Issue Date
2024-05-09
Director of Research (if dissertation) or Advisor (if thesis)
Meadan-Kaplansky, Hedda
Doctoral Committee Chair(s)
Meadan-Kaplansky, Hedda
Committee Member(s)
  • Ostrosky, Michaelene
  • Xia, Yan
  • Sands, Michelle
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • autism
  • behavior analyst
  • BCBA
  • transition, intensive behavior intervention
Abstract
This investigation addresses a gap in the literature by examining the role of Behavior Analysts (BAs) in facilitating the transition of Autistic children from Intensive Behavior Intervention (IBI) to public schools in the United States. By using a parallel convergent mixed-methods approach, data from questionnaires (N=115) and focus groups (n=9) were integrated to generate insights into the BAs’ current practices, perceived importance of transition best practices, facilitators, barriers, and recommendations. Findings highlight a gap between perceived importance and actual usage rates of best transition practices, particularly in those that pertain to collaboration with educational team members and knowledge acquisition. While most BAs engage in transition planning, fewer than half consistently apply best practices. They primarily employ family-centered approaches aligned with IBI principles, especially when collaboration expectations are high. Meta-inference underscores BAs' dual healthcare and educational roles, revealing systemic hurdles and capacity-building potential. The findings reveal the need for policy changes, additional in-service training, and expanding BAs' roles within the legal framework to enhance collaborative efforts, remove barriers, and potentially optimize transition outcomes for Autistic children.
Graduation Semester
2024-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/125656
Copyright and License Information
© 2024 Ban S. Haidar

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