.5... I... I III I... III. II I..ITI. ..... ..r . . I... I. I III III I” I ..I . I ...I IIII $1; :I]I." . I IIIItI. |. ' I ..‘jI: IN I I II . ..I..'I “LI-W- #— -—~—— - . _ T'____. ____—_:-} .__-:=_ - ‘ —: _\—._, w ‘ III' '1'“ ';‘ ...I I I I .II I I. ‘I 'II'II‘II .1... I IIIII’II I . I I-I. II . 7' ‘ . .I‘III .. ’ . I ”:M-jt‘i :: II,I'—.~.I:' ...:_ ... “-1I..IIIIIII" .I II'IIIII' III I II. :I; .I 33.... ‘III. I I2“ I .75.}... I . 7 | I . II 'I I .IIIIIII III ..I .. ..IIII... II III III. .. .II... 4.3 fl ‘1': AIué .7 , Ear... ' .. If.“ 5' IR! ma" .; “n. ..‘I' III I I. " '-I ”I a, if ‘ . ' I. I 1- .0- . III-.5 III! . . I...I. ...I...I. III I. I. I I... ...I .....l".I II I II t I..III..I IIIII ,III II.......I... II... .I. I. .I. .IIII “III. .I.I f... .IIIIIIIIII .~ ., H II ...IIIIIII I....II.I.II.. III". ...I... W ..I .I..III.I II’I..IIII ”I. ‘13.... MN”... I f. . III. III.. ...I..... .... .I. .II '.I.I.III ..l I... . .'.......‘.. 8.... ...I. ....”I I.......I.U....|w.$. .I. . .?.I..II ....II I .I... . ....’f'...... I... 'IIIII ...., ..I I IIII ..‘L I ..I.I.I.I..I I;..I'I .II IIIII. .I I.'I. IIII‘I. .. .IIIIII ”I II.IIIIIIII “III II ...I. 'I'IIIII III IIIEII...’ II I. I"I IIIIII I..II."' 'III I... .. . II'IIIIIIII 1"".1 IIIIII . IIII I .IMIIIII‘III II.” III I .I‘II...II.I.II III III. I... I... II. II. I... II..I‘I III II...“ VIIIII III. .' ....’....J...‘. .-,i I-J-I. I I '93.... 5‘ .II . III. I... III... . ....I:;.I.I...'I..I...I'1. :. .. ..I II I .. . I... I‘. I...I. ..II.II.I. ..II.. ....I....‘. .H . III .......,......I...’I...I......III..ll II“.' .J... ‘IIIIIIIIIIII I... .I. ..III‘ . I IIII'III I...... ...3... .IIII'III II. ..II ...II . .IIII I. . l ‘J. I. . . I 'I III I. .I ‘I’I’III 'i‘.‘ III... III; J'IIIII’II IIII‘I'I‘I II" ..“IIIII‘I’I ...I ..f.». .. I“. I" I IIIIIIIIIIIII'I‘I‘II'IIv'v'”. III II..................II III I ..II‘I: I... ... ...III II .IIV... IIII. I .IIII III. H. II“. II w ...IIH‘II...‘ .. ...I 'I.<.I'.I III. III III.I..I .I. I...‘ .‘IIIII .m ' III“... .I.... I I3.- ‘ f...‘ . III..I...I....IIII 1'... I 1;. IIIILIIIH I IIIII..*II [3.]... In.v “3“,“. .. My...“ ..... _ H l. .3 h... ‘2‘. _, ' .. .II ..I IIIIPII' I I.I.IIII....I II'IIII‘".I MI... I|III IllIIII...IIU6fiI|IIIIIII1II...‘.IIH..I.'.I3I I,I.II' 1’.~... . .. ..IIII..‘ .IU.\|I1.IJI. JIM...” I',’.I .III‘: WW“ _. ..Ifh II’I “1......“ I1... 1:... I,» .. III II I II I'IIIIIIII IIIIIII‘I I}. I'I.I. .II‘H ”kl” | I 'JII’iIIIIoIIIIt'I" 'I U...- I ...‘III- "IIII' .' ',... . 'II‘IIIIII' III IIIIII.I'III IIIIIIII‘I' I... III II.‘ ..li'. IIIIII'I ...om IIII III'III‘nII-II' 'II I'II II IIII‘IIII'IIIfi""I*'II’IIII$II&. ' - '5'. “III. .IIIIII 1'. “M...“ Q “film. i... ' III...“ .. .‘II'I .‘w I'vIHI L)... it IIIJIIII II .ff'. I II . 'IIII mIIUIIIIIr ..IIII... WHL‘I" ”JIM. MI.“ IIII' .II’IMIInIIII I‘IIJIM‘EII... I .. .. W , l\\\\\\\\\\\\\\\\\\\ " L 11-3 A A R Y Michigan State University This is to certify that the thesis entitled THE DEVELOPMENT AND STUDY OF COMPETENCIES NEEDED BY TEACHERS OF STUDENTS WITH AUTISTIC CHARACTERISTICS ‘presented by Margaret Joanne Smith has been accepted towards fulfillment of the requirements for Ph.D. - Elementary and Jgre m e 6 Special Education Major professor Date ”Prefltx 5—, )977 0-7639 OVERDUE FINES: 25¢ per du per item RETURNING LIBRARY MATERIALS: “—— Place in book return to renove charge from circulation records 'WWS‘ 8020745 SMITH, MARGARET JOANNE THE DEVELOPMENT AND STUDY OF COMPETENCIES NEEDED BY - TEACHERS OF STUDENTS WITH AUTISTIC CHARACTERISTICS Michigan State University PHD. 1980 University Microfilms I ntern atl O n al 300 N. Zeeb Road. Ann Arbor, MI 48106 18 Bedford Row. London won 451, England Copyright 1980 by Smith, Margaret Joanne All Rights Reserved THE DEVELOPMENT AND STUDY OF COMPETENCIES NEEDED BY TEACHERS OF STUDENTS WITH AUTISTIC CHARACTERISTICS By Margaret Joanne Smith A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education I979 © COpyright by MARGARET JOANNE SMITH l979 ABSTRACT THE DEVELOPMENT AND STUDY OF COMPETENCIES NEEDED BY TEACHERS OF STUDENTS WITH AUTISTIC CHARACTERISTICS By Margaret Joanne Smith The study was an exploratory and descriptive investigation of the competencies needed by teachers of students with autistic characteristics. It was based on a survey of teachers in Michigan public schools who were teaching autistic youngsters. The study was designed to identify a list of competencies perceived to be important for teachers of the autistic and to determine the competencies in which teachers felt they were least proficient and in need of more training. Further, teachers' responses to the importance of the competencies and to their proficiency in each competency were exam- ined to define any differences that existed in regard to the follow- ing variables: type and amount of professional training, number of years of teaching experience, and age and general functioning level of the autistic students with whom they worked. Additional purposes of the study were to ascertain teachers' perceptions of where within the various preparation settings (college course work, practicum and/or student teaching, in-service training, and on-the-job experience) teaching skill in the competencies could Margaret Joanne Smith be developed most effectively; and to determine the relative amount of emphasis that each competency area should receive during an autis- tic teacher training program. Summary of the Major Findings l. The competencies perceived to be most important for teachers of the autistic were: . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to develop and implement fair, reasonable, firm, and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. . Ability to teach and maintain attention and on-task behaviors. 2. Ranking of the competency areas according to importance for teachers of autistic students was (most to least important): l. Behavior Management, 2. Implementing Instruction, 3. Developing Curriculum and Instruction, 4. Personal Characteristics, 5. Assessment and Evaluation, 6. Interpersonal Relationships, 7. Background Information, 8. Administration. 3. Teachers with varying amounts of teaching experience did not give significantly different Importance Ratings to the competencies; nor did teachers working with different age-ranges or with dif- ferent functioning levels of autistic students assign signifi- cantly different Importance Ratings to the competencies. 4. The most effective preparation setting for developing teaching skill in each of the competency areas was found to be: Margaret Joanne Smith a. College course work for Assessment and Evaluation, Developing Curriculum and Instruction, and Background Information; b. Practicum and/or student teaching for Behavior Management and Implementing Instruction; c. In-service training for Administration; d. On-the-job experience for Interpersonal Relationships and Personal Characteristics. 5. The competencies indicated as having the highest priority for professional development were: . Ability to prepare a comprehensive and develOpmentally sequenced curriculum for autistic students. . Ability to assess students' pre-vocational and vocational skills. . Ability to assess students' skills in the areas of lan- guage, perception, motor and social-emotional development. . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. 6. Ranking of the competency areas according to the teachers' per- ceived professional development needs was (highest to lowest priority): 1. Assessment and Evaluation, 2. Behavior Management, 3. Background Information, 4. Implementing Instruction, 5. Developing Curriculum and Instruction, 6. Administration, 7. Personal Characteristics, 8. Interpersonal Relationships. 7. Significant differences were found in teachers' Professional Development Need Ratings when the Ratings were compared on the basis of the amount of experience the teachers had had with autistic students and with special education students. However, Margaret Joanne Smith no significant differences were found when the Ratings were com- pared in regard to the type and amount of professional training the teachers had received, the age-range of students, or the functioning level of students. The competency areas were ranked in the following order for the relative amount of emphasis each should receive during an autis- tic teacher training program (most to least emphasis): Behavior Management, Developing Curriculum and Instruction, Implementing Instruction, Assessment and Evaluation, Interpersonal Relationships, Personal Characteristics, Background Information, Administration. OOVCBU'I-wa—I e e o o o e o o ACKNOWLEDGMENTS A study of this nature requires the cooperation and contri- butions of a number of individuals. Therefore, the author wishes to express her sincere and deep appreciation to the many people who provided the assistance and support that helped make this study and dissertation possible. To Dr. Ronald Wolthuis, chairman of my guidance committee, a very special thank-you for his friendship, thoughtfulness, support, and encouragement throughout my doctoral program. He consistently gave freely of his time and expertise when they were needed, and frequently went out of his way to ensure that my professional train- ing Opportunities and activities were comprehensive and beneficial. To Dr. Edwin Keller, committee member, for his gentleness and sensitivity and for his invaluable knowledge and advice during the developmental phases of the study and the questionnaire. To Drs. Eileen Earhart and Gaston Blom, committee members, for their many helpful suggestions, support, and general interest in the study. ' To Dr. William Frey and Mr. Robert Jarvis for their invalu- able assistance with the design of the study and analyses of the data. To Ms. Linda Petersen and Mr. David Paige for their assistance with the pilot study and for their interest in the study. iii To the teachers who participated in the study for having given so generously of their valuable time. To Dr. Bert Donaldson for his friendship and support during this study and my doctoral program. Finally, to my family for their understanding, affection, and moral support throughout my life. iv TABLE OF CONTENTS Page LIST OF TABLES ......................... vii Chapter I. INTRODUCTION ...................... l Purpose of the Study ................. 2 Rationale and Justification of the Study ....... 5 Overview of the Study ................ l2 II. REVIEW OF THE LITERATURE ................ l3 Introduction ..................... l3 Procedures for Identifying and Validating Teacher Competencies .................... l4 Competencies of Teachers of Exceptional Students . . . l8 Competencies of Teachers of Severely Handicapped Students ...................... 28 Professional Development: Concerns and Needs of Experienced and Inexperienced Teachers ....... 35 Summary ....................... 41 III. METHODOLOGY ...................... 42 Introduction ..................... 42 Definition of Terms ................. 42 P0pulation ...................... 49 Procedures for Developing the Questionnaire ..... 5l The Questionnaire .................. 53 Collection of the Data ................ 57 Research Questions and Data Analysis Procedures . . . 57 IV. ANALYSIS AND INTERPRETATION OF THE FINDINGS ...... 63 Introduction ..................... 63 Personal and Professional Data ............ 64 Degree ....................... 64 Special Education Endorsement ........... 64 Additional Special Teacher Training ........ 64 Teaching Experience ................ 66 Diagnosis of Students ............... 68 Age-Range of Students ............... Functioning Level of Students ........... Summary of Personal and Professional Data ..... Research Questions .................. Summary of Major Findings .............. V. SUMMARY, IMPLICATIONS, LIMITATIONS, AND RECOMMENDATIONS ................... Summary ....................... Implications ..................... Teacher Training Programs ............. School Programs and Personnel ........... Michigan Department of Education (MDE) ....... Limitations ..................... Recommendations ................... BIBLIOGRAPHY .......................... APPENDICES ........................... A. LETTER AND FORMS SENT TO SPECIAL EDUCATION ADMINISTRATORS .................... B. COVER LETTER EXPLAINING THE QUESTIONNAIRE ....... C. FOLLOW-UP LETTER TO NONRESPONDENTS ........... D. QUESTIONNAIRE USED IN THE STUDY ............ E. IMPORTANCE RANKING OF THE COMPETENCY STATEMENTS WITHIN THE EIGHT COMPETENCY AREAS .......... F. RANKING OF PROFESSIONAL DEVELOPMENT NEEDS WITHIN THE EIGHT COMPETENCY AREAS .............. G. FREQUENCY DISTRIBUTIONS FOR THE EIGHTY-FIVE COMPETENCY STATEMENTS ................ vi 125 125 133 133 135 136 138 139 142 149 150 155 157 159 171 179 187 LIST OF TABLES Table Page 1. Special Education Endorsement of Respondents ...... 65 2. Teaching Experience of Respondents ........... 67 3. Age-Range of Students .................. 69 4. Functioning Levels of Students ....... , ...... 7O 5. Relative Importance of the 85 Teaching Competencies . . . 74 6. Percentage of Competencies at Each Importance Level for the Eight Competency Areas ............ 82 7. Preparation Settings .................. 90 8. Ranking of Perceived Professional Development Needs . . . 93 9. Percentage of Competencies at Each Level of Professional Development Need for the Eight Competency Areas ................... 102 10. Professional Development Need Ratings Compared by Years of Teaching Experience With Autistic Students . . 109 ll. Professional Development Need Ratings Compared by Years of Teaching Experience With Special Education Students .................. lll l2. Emphasis of the Competency Areas for Teacher Training Programs ....................... ll7 vii CHAPTER I INTRODUCTION Educational programming for students with autistic char- acteristics (hereafter referred to as autistic students) is a rela- tively new area of special education. Until recently, public school programs for these students were virtually nonexistent. Such children and youth were usually considered unreachable and uneducable and, for the most part, were relegated to the back wards of institutions (Fenichel, 1974; Sontag, Burke, & York, 1976; Stainback, Stainback, & Maurer, 1976). However, this situation is currently changing due to pressure from parents, to state and federal legislation mandating public educational services for all_chi1dren, and to the trend toward deinstitutionalizing handicapped persons. Public school systems are now responsible for providing comprehensive educational services for all children and youth (ages 0-25 years) within their district (P.A. 198, 1971; P.L. 94-142, 1975). This includes all severely impaired students and, therefore, encompasses the autistic population. With this change in focus from custodial care to public edu- cation for autistic children and youth has come the need for teachers who are specially trained to work with these pupils (Sontag, Burke, & York, 1976; Stainback, Stainback, & Maurer, 1976; Perske & Smith, 1977). A problem exists, however, in that there is an acute lack of 1 research concerning the skills and competencies needed by teachers of the autistic (Gilliam, 1978). The current deficiency of validated lists (or any lists) of teacher competencies for the area of autism has resulted in the fact that the contents of the few existing autis- tic teacher education programs are based almost totally on professional/ expert opinion. While professional opinion is an appropriate starting point for defining teacher competencies, opinion alone is not suffi- cient for the validation of proposed teaching skills (Shores, Cegelka, & Nelson, 1973). As Shores et a1. (1973) have indicated, several additional procedural steps are required before competency statements can be considered valid. In view of the present situation, this study is an attempt to (1) develop a list of general competency statements for teachers of autistic students based on professional opinion, and (2) begin to examine and verify the competencies by obtaining reactions to the statements from teachers who are currently teaching autistic children and youth. The study is intended to represent only the initial stages required to validate a list of general competency statements for teachers of autistic students. Purpose of the Study This study is an exploratory and descriptive investigation of the competencies needed by teachers of autistic students. The study is designed to survey teachers who are teaching in public school programs for the autistic in order to identify (1) competen- cies perceived to be important for teachers of autistic children and youth, and (2) an estimation of where, within the preparation set- tings (course work, in-service training, and on-the-job experience), the competencies could be best developed. The study also includes an investigation of the differences among teachers on the basis of the type and amount of professional training they have received, the number of years they have been teaching in special education, and the age and general functioning level of the students with whom they work. An additional purpose of the study is to determine the com- petencies in which teachers feel they are least proficient and in need of further training. This is an important aspect of investi- gating teacher competencies since it is unreasonable to assume that any teacher education program is able to prepare a completely trained, competent teacher in a four-year undergraduate program or even with an additional year of graduate training (Rabinow, 1960; Conant, 1963; Briscoe, 1972; Hoeksema, 1975; Perske & Smith, 1977). "The very nature of teaching and teacher education makes this impos- sible, for the effective teacher is himself a continuing learner" (Briscoe, 1972, p. l). Inasmuch as the develOpment of teaching com- petence is a continuous process, a thorough study must extend into the employment period. For further explanation and clarification of the purposes of this study, the objectives of the study are: l. to develop a list of competencies perceived to be important for teachers of autistic students, to determine the perceptions of teachers of autistic students regarding the importance of each of the selected competencies, to examine the relationship between the Importance Rating teachers of autistic students give to each competency area and the number of years the teachers have been teaching special education students, to examine the relationship between the Importance Rating teachers of autistic students give to each competency area and the age-range of the students with whom the teachers work, to examine the relationship between the Importance Rating teachers of autistic students give to each competency area and the general functioning level of the students with whom the teachers work, to determine the perceptions of teachers of autistic students concerning the rank ordering of the prepara- tion settings in which each of the competency areas can be developed most effectively, to identify competencies in which teachers of autistic students perceive themselves to be in need of further training, to examine the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the type of special education training the teachers have received, 93 to examine the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the number of years the teachers have been teaching special education students, 10. to examine the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the age-range of the students with whom the teachers work, 11. to examine the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the functioning level of the students with whom the teachers work, 12. to determine the perceptions of teachers of autistic students regarding the degree of emphasis each of the major competency areas should receive during a teacher training program for teachers of autistic students. Rationale and Justification of the Study Parents of autistic youngsters have worked and fought for public educational services for their children over the past sev- eral years. Now, with the passage of the Mandatory Special Education Act (P.A. 198) in 1971 and the Education for All Handicapped Children Act (P.L. 94-142) in 1975, parents clearly have the legal right to demand that school systems provide the needed educational services and programs. One result of this has been that pressure is being thrust upon school systems to implement programs for the autistic. While this move is desirable for the children and youth involved, a serious problem lies in the fact that there is an acute shortage of teachers trained to work with autistic students (Sontag, Burke, & York, 1976; Stainback, Stainback, & Maurer, 1976; Perske & Smith, 1977; Wilcox, 1977; Orelove, 1978). At the present time, university teacher training programs are not keeping pace with the need for teachers of severely impaired students, especially autistic students. The supply of competent pro- fessionals is much smaller than the current demand. Therefore, school systems are being forced to hire personnel who have had little or no experience with this p0pu1ation (Sailor, Guess, & Lavis, 1975; Sontag, Burke, & York, 1976; Stainback, Stainback, & Maurer, l976; Perske & Smith, 1977; Wilcox, 1977; Orelove, 1978). For example, the results of a recent (1978) survey of teachers of autistic pupils in Michigan public schools indicated that approximately 64% of the respondents had begun teaching autistic students as first-year teachers who, for the most part, had been trained to work with mildly and moderately impaired students. None of the responding teachers had had any pre- service courses that specifically pertained to autism, and only about 25% had received training regarding autism prior to teaching autistic pupils (Stewart & Twenter,'l978). The lack of qualified, specially trained teachers for autis- tic students is one of the most critical limitations in the delivery of quality services for these children. Competent, well-trained' teachers are especially important in light of the fact that special education is the primary source of treatment for autistic youngsters (Rutter, 1965; Ornitz, 1973; Fenichel, 1974; Donnellan-Walsh et al., 1976; Sullivan, 1976). As Horner (1977) states, "Staffing a class- room for the severely and profoundly handicapped with a teacher who has no preparation in this area is somewhat akin to staffing a sur- gical unit of a hospital with an intern" (p. 430). While Horner was referring to teachers and classrooms for the severely and profoundly retarded, it is reasonable to apply this same statement to teachers and classrooms for autistic students. These children are also severely impaired and require specially trained teachers (Donnellan- Walsh et al., 1976; Sontag, Burke, & York, 1976; Stainback, Stainback, & Maurer, 1976). Staffing their classrooms with teachers lacking the requisite competencies and skills is guaranteeing that few sig- nificant changes will take place in their lives. The deficiency in the number of trained teachers is due to the dearth of teacher education programs for teachers of the autistic (Sontag, Burke, & York, 1976; Stainback, Stainback, & Maurer, 1976; Perske & Smith, 1977; Orelove, 1978). In turn, the shortage of teacher education programs is due not only to the high costs involved in the establishment of such programs, but also to the phenomenon that educational programming for autistic students is an extremely new area of special education; consequently, there are very few models and almost no research available on which to base a training program (Gilliam & Dollar, 1977; Gilliam, 1978). An example of the lack of research regarding teacher educa- tion in the area of autism is that after a search of the literature and after corresponding with several special education professors at various universities and with the personnel in several programs across the United States which serve autistic youngsters, the author located only one research study and a very limited amount of litera- ture pertaining to competencies needed by teachers of autistic pupils. The information that is available is based primarily on pro- fessional opinion and, in most instances, has not been validated by any empirical evidence (Bricker, 1976; Gilliam & Dollar, 1977). Since special education is the principal source of treatment for autistic students, and since specially trained teachers are the key factor in the delivery of this service, the need for relevant and effective teacher education programs is obvious. The logical first step in developing such training programs is to determine the skills and competencies teachers need to have in order to bring about positive changes in autistic children and youth. However, at the present time, a list of validated competencies for teachers of the autistic does not appear to be available. In view of the current situation, a major justification for the present research is that it supplies a list of competencies needed by teachers in their daily work with autistic students. The competency statements and the additional information concerning the statements that have been obtained through this study have several significant implications. A primary value of the data is that it provides guidlines for autistic teacher education programs. As previously mentioned, such guidelines have not been available and they are needed to give support and direction in the establishment of new programs and in the continued development and refinement of existing programs. The training programs currently operating are doing so somewhat in the dark because of the lack of knowledge and information on which to base a comprehensive training curriculum. This deficiency of requi- site data also has resulted in a tremendous amount of controversy about the type of training teachers of the autistic should receive (i.e., training to teach severely mentally impaired versus training to teach emotionally impaired; training in a behavior modification approach versus training in a humanistic approach); plus, it has most likely hindered the creation of additional programs. Hence, the guidelines derived from this study serve as an initial attempt in establishing an empirical base for the content of autistic teacher training programs. A similar facet of the rationale for this investigation is that it furnishes basic data needed to begin evaluating programs that train teachers to work with autistic students. Since competencies and guidelines for the content of programs are delineated in the study, evaluation procedures can be started. Evaluation is certainly a vital component of autistic teacher education programs. Not only is it needed to acquire federal funding, it is more importantly needed to ensure that the programs are producing highly qualified teachers who are able to work effectively with the autistic population. A further justification for the present research is that the information gained from it is useful to school administrators and personnel involved in programming for autistic students. Presently, administrators frequently are placed in the position of hiring 10 teachers for autistic pupils when they have no idea what skills the teachers should possess. In these instances and others, the compe- tency statements identified in this study can be used as guidelines for recruiting, hiring, and assigning teachers to work with the autistic. The specified teaching skills might also be utilized in evaluating teachers and in determining teachers' in-service training needs. A final reason for conducting the present investigation is that it can provide information to the Michigan Department of Educa- tion (MDE). Data gathered and analyzed in this study can furnish personnel in MDE with information relevant to improving educational services for the autistic population in Michigan. For example, the identification of pre-service and in-service training needs of teachers of the autistic has obvious implications for utilizing pro- fessional development monies and for increasing the proficiency of these teachers. Information from this study can also supply MDE with guidelines for endorsing and supporting autistic teacher training pro- grams and for developing some specific certification requirements for teachers of autistic students. Currently, there is no special certification for these teachers beyond approval in the area of emotional impairment. While this training provides a good background, it does not adequately prepare teachers for the extreme and unique needs of the autistic. However, before special certification can be required, skills necessary for teaching these students must be iden— tified and validated. The present study is an effort in that direc- tion. 11 In conclusion, the present study contains the initial steps in developing and validating a list of generic competencies for teachers in the area of autism. The complete process would involve: 1. Compiling a list of competencies for teachers of autistic students. The list should be based on the pertinent research and literature that is available, as well as on the Opinion of professionals with expertise in the area of autism. Surveying teachers of autistic pupils to ascertain their perceptions of the importance of the identified compe- tencies in the daily teaching of these students. Observing teachers of autistic students in educational settings to determine if the competencies deemed impor- tant are, in fact, used in the teaching process. Determining whether the application of the "important" competencies results in the positive growth of autistic youngsters. The steps delineated here are comparable to those used by other researchers. Hoeksema (1975) identified a similar procedure in a study of competencies for teachers of the mentally impaired. Herr, Algozzine, & Heurchert (1976) included the points listed in a plan for determining and verifying competencies for teachers of mildly handicapped students. Coker (1976) also reported that the same basic process was used in specifying and validating teacher competencies for the Carroll County Project in Georgia. 12 Overview of the Study The remainder of this thesis is organized as follows: Pertinent literature is reviewed in Chapter II. The review is presented in four sections: (1) a review of procedures for iden- tifying and validating teacher competencies, (2) a review of compe- tencies for teachers of exceptional students, (3) a review of competencies for teachers of severely handicapped students, and (4) a review of the professional development needs and concerns of experienced and inexperienced teachers. In Chapter III, the methodology used in the study is pre- sented. Included are the definition of terms used in the study, a description of the p0pulation, an explanation of the procedures used to develOp the questionnaire, an overview of the questionnaire, a report of the process used to collect the data, and a description of the data analysis procedures that were used. Chapter IV contains an analysis and interpretation of the results of the study as well as a report of the major findings. Finally, Chapter V contains a review of the findings of the study, a discussion of the implications and limitations of the study, and recommendations for further research. CHAPTER II REVIEW OF THE LITERATURE Introduction Over the past several years, competency based teacher edu- cation (CBTE) has received considerable attention. CBTE has become the focus of much research and experimentation primarily because of the increased emphasis that has been placed on teacher accountability and cost-effective education. This interest and concern along with the complexity of the issues involved in developing and implement- ing competency based teacher education has resulted in voluminous literature on the subject. However, since it is neither feasible nor germane to review all of the available literature regarding competency based teacher education, the literature reviewed here has been limited to those studies relevant to the scope of the present research. This chapter has been divided into four main sections. The literature reviewed was selected to reflect the major efforts con- cerning the topic of each respective section. The first section focuses on procedures which have been used or recommended for use in the identification and validation of teaching comptencies. In the second section, studies and literature regarding competencies for teachers of exceptional children are reviewed; and in the third section, competencies for teachers of autistic and other severely l3 14 impaired students are examined. Finally, in the fourth section, studies regarding the concerns and competency needs of experienced and inexperienced teachers are presented. Procedures for Identifying and Validating Teacher Competencies Shores, Cegelka, and Nelson (1973) critically reviewed the literature regarding competency based teacher education in an effort to systematically analyze "the strategies by which competencies have been identified and validated for inclusion in training programs" (p. 192). They found that although competency statements varied greatly in degree of specificity, there was an underlying common element: most of the statements were based on the "expert" opinion of teacher educators, state department leaders, and researchers in special education. While acknowledging that "expert" opinion is an appr0priate starting point for identifying teacher competencies, Shores et a1. (1973) cautioned that opinion alone is not sufficient validation for critical teaching skills. This position is supported throughout the literature by various authors (i.e., Rosenshine & Furst, 1971; Altman & Meyen, 1974; Bricker, 1976; Herr, Algozzine, & Heuchert, 1976; Burke & Cohen, 1977; Gilliam & Dollar, 1977; Wilcox, 1977). Consequently, as Shores et a1. (1973) noted, some teacher educators and researchers have taken the next step in competency verification. They have attempted to weigh the competencies derived from "expert" opinion against the judgment of practicing teachers. In most cases, 15 this has involved asking teachers to rate the importance of pre- determined competency statements. This approach has been utilized by a number of researchers in an effort to identify and validate teacher competencies. Mackie, Kvaraceus, and Williams (1957), Dorward (1963), and Bullock and Whelan (1971) used this technique in their attempts to verify competencies required of teachers of emotionally disturbed and/or socially mal- adjusted students. The procedure was also employed by Herr, Algozzine, and Heuchert (1976) in an endeavor to determine and validate compe- tencies necessary for teaching the mildly handicapped. In addition, Northcott (1971) and Hoeksema (1975) used this method in their respec- tive doctoral dissertation studies regarding the competencies needed by teachers of hearing impaired infants and teachers of mentally impaired pupils. Gilliam and Dollar (1977) used a comparable procedure in examining the competencies of teachers of severely emotionally dis- turbed students. Instead of having practicing teachers rate their list of competencies, they had attendees at an autism conference rate the competencies in terms of their importance for teachers of the severely disturbed. In the analysis of the data, they found that only 33% of the respondents were teachers and that the remainder of the participants consisted of administrators, parents, speech thera- pists, nurses, diagnosticians, and teacher aides. The authors acknowledged that while the method and design for obtaining the information were appropriate, the results were questionable due to the sample not being representative of teachers of severely emotionally 16 impaired. They conceded that practicing teachers of the seriously disturbed would have been a more suitable population. A similar technique was applied by the Department of Special Education at the University of Missouri--Columbia in identifying com- petencies for a graduate training program for curriculum consultants (Altman & Meyen, 1974). In this project, 100 competencies were developed based on information derived from reviewing relevant lit- erature in education, sociology, psychology, and business and from a series of interviews with consumers of services provided by curricu- lum consultants. Public school personnel (587) were then asked to rate the importance of the competencies on a scale of 0-4 and to indicate the trainability of each competency using the following classifications: OC--best developed through on-campus curriculum, JT--best developed through on-the-job training and experience, SG—-not amenable to training (a matter of self-growth and personal maturity). The authors (Altman & Meyen, 1974) commented that eliciting information from teachers in the field added significantly to the process of competency identification. They also noted that it forced them into reality checks of proposed competencies and helped them establish better working relationships with the consumers of the training product. Although the practice of weighing expert opinion against the judgment of practicing teachers is an advancement over accepting 17 expert Opinion alone, this procedure does not result in fully valid competency statements (Shores, Cegelka, & Nelson, 1973). As Shores et al. state: Before a competency statement is considered valid, it should be demonstrated that successful teachers actually engage in the behavior or skill described, that the skill discriminates between successful and unsuccessful teachers, and that it has the desired effect on children's classroom performance (p. 193). The Carroll County Project (Coker, 1976) in Carroll County, Georgia, represents one of the more comprehensive attempts in utiliz- ing this procedure for competency identification and validation. The Project is a long-term, cooperative effort of the Carroll County School System and the School of Education at West Georgia College. The Project is supported by a grant from the Georgia State Department of Education and is designed to develOp a plan for identifying and measuring teacher competencies which will serve as a basis for a competency based certification system. The first year of this study was spent reviewing literature, visiting field sites, and collecting information. An advisory group of classroom teachers was also established who, with the assistance of three consultants in teacher effectiveness research, developed a generic list of teacher competencies. Performance criteria were then specified for each competency, and assessment procedures were determined. Measurement of the identified competencies began the fol- lowing school year and involved 60 teachers and the approximately 1,800 students in their classrooms. The students were pre-tested in the fall and post-tested in the spring to determine their growth in 18 the cognitive and affective domains. A series of structured observa- tions were also employed throughout the year to collect data regarding student performance, teacher behavior, and teacher-pupil interactions. It was intended that an analysis of the collected information would provide some insights into the relationship between teacher behavior and student outcome. At the present time, only preliminary findings are available. The project continues to operate and the Director, Homer Coker, has indicated that "many years of well-planned studies" (p. 56) will be needed before the final goal is attained. The comprehensive, long-term investigations required to com- plete the entire process of identifying and validating teacher com- petencies is beyond the resources and time constraints of many studies. Therefore, in the majority of research projects in this area, only one or two steps in the total procedure are addressed (i.e., Mackie, Kvaraceus, & Williams, 1957; Dorward, 1963; Bullock & Whelan, 1971; Northcott, 1971; Hoeksema, 1975; Herr, Algozzine, & Heuchert, 1976; Gilliam 8 Dollar, 1977). In an effort to provide some order and continuity, a few researchers (i.e., Hoeksema, 1975; Herr, Algozzine, & Heuchert, 1976) have included in their reports recommended steps for further validation of the competency state- ments identified and studied in their investigations. Competencies of Teachers of Exceptional Students The literature pertaining to teacher competencies contains a number of studies and articles concerning the competencies of teachers 19 exceptional children. Some of the reports are directed toward skills needed by special education teachers generally, while others are specific to a particular disability area. Research reports and writings were selected for review in this section based on their relevance to the present investigation. Studies regarding the generic competencies of special educators have been included in an effort to provide a basic foundation of information. Also included are reports of competencies needed by teachers of the emotionally impaired since autism was originally considered to be a severe emo- tional disturbance; most autistic children and youth exhibit extreme behavior problems; and classrooms for the autistic in Michigan as well as many other states are staffed by teachers endorsed to teach emotionally impaired and behavior disordered students. Additionally, literature concerning the competencies of teachers of the mentally impaired and neurologically impaired has been reviewed. The rationale for including this information is based on the fact that 70% of the autistic population are retarded (Ritvo & Freeman, 1977) and on the substantial evidence which indicates that many of the behavior and learning problems displayed by autistic persons are due to neuro- logical impairments (Ornitz & Ritvo, 1976). Lord and Kirk (1950) made one of the earlier attempts at identifying a common or core group of competencies required of all teachers of handicapped students. They found the following general qualifications to be of "increased significance" for teachers of exceptional children: 20 1. capacity for self-direction, patience and perseverance, experimentally minded, 43-00“) physically fit, 5. personally well—adjusted. Mackie, Dunn, and Cain (1959) provided a more detailed and comprehensive overview of the competencies needed by all special education teachers. Their information was based on a nationwide survey of approximately 1,600 special educators from four groups: (1) university faculty involved in training teachers of exceptional children, (2) superior teachers in ten handicapping areas, (3) admin- istrative personnel in local school systems, and (4) state department of education personnel. Participants in this study were requested to rate the rela- tive importance of specified teacher competencies on a four-point scale and to judge the effectiveness of professional training pro- grams in helping teachers develop the needed skills. In addition, teachers were instructed to evaluate their level of proficiency on each competency. Most of the competencies were found to be "very important" or "important" for teachers of exceptional children. In some instances, competencies were rated as important while teacher pro- ficiency was generally felt to be low. These included skills in curriculum development, working with parents, using special teaching methods, counseling students, and working with the social and emo- tional problems of handicapped students. 21 Competencies identified and examined in this study fell into the following clusters: 1. technical knowledge: knowledge of handicapping condi- tions, medical and psychological terminology. research, and legal provisions for educational programming and gen- eral welfare of exceptional students; understanding the child and his/her deviation(s): ability to recognize, understand, and provide for individual dif- ferences; and to interpret behavior in terms of physical, psychological, and emotional factors; curriculum adjustment and teaching methods: ability to create a classroom environment conducive to good mental health; to teach needed special or compensating skills; to individualize the curriculum; and to promote social growth; specialized equipment and materials: ability to locate and use appropriate teaching aids; counseling_and guidance: basic knowledge and skill in assisting students with attitudinal, social, educational, and vocational problems; tests and records: ability to interpret and use test results and records in individualizing the curriculum; working with adults and organizations: ability to work with staff members, professionals in other fields, and parents; 22 8. administration and organization of programs: ability to carry out leadership functions in establishing and con- ducting educational programs; 9. secondary deviations or multiple handicaps: knowledge of teaching methods in disability areas other than the primary specialty area; 10. personal characteristics of the teacher: possession of qualities such as patience, flexibility, resourceful- ness, emotional stability, sensitivity, enthusiasm, objectivity, etc. In an earlier study, based on the same national survey, Mackie, Kvaraceus, and Williams (1957) investigated 88 competencies required to teach socially and emotionally maladjusted students. Seventy-five "superior" teachers of the socially maladjusted and emotionally disturbed rated the importance of the competencies using a four-point scale. They also estimated their own proficiency in each of the skills on a three-point scale. Results of the study indicated that the skills perceived to be most necessary tended to center around managing student behavior; meeting student psychological, social, physical, and academic needs; understanding and interpreting tests and psychological data; and working with other professionals. When importance and proficiency ratings were compared, teachers were found to be significantly deficient in three groups of requisite competencies: vocational counseling and placement, providing successful experiences for stu- dents and techniques for relieving tension in the classroom; and 23 teaching subjects such as physical education, music, industrial arts, and arts and crafts. Fourteen years later, Bullock and Whelan (1971) conducted a similar study using the same 88 competencies, rating scales, and statistical procedures. The population used in their research dif- fered, however, in that only 47 teachers of the emotionally dis- turbed were involved and they all resided in the same midwestern state. Teachers in this study perceived fewer competencies to be very important than did participants in the earlier study by Mackie, Kvaraceus, and Williams (1957). They also viewed themselves as being more proficient than did respondents in the original study. However, they continued to rate themselves low in understanding the education and psychology of various types of handicapped children; teaching remedial reading; developing self-control in students; and avoiding identical demands of all maladjusted students. Many of the competencies specified as being important for teachers of the emotionally impaired in both of the preceding inves- tigations were also included in the study by Mackie, Dunn, and Cain (1959). As might be expected, however, participants in the studies by Mackie, Kvaraceus, and Williams (1957) and Bullock and Whelan (1971) placed greater emphasis on student behavior and on understand- ing and meeting the emotional/psychological needs of students. This is reflected in the following additional competencies identified in the two studies as being needed by teachers of socially maladjusted and emotionally disturbed pupils: 24 1. understanding of the need for providing successful experiences for pupils, 2. ability to tolerate antisocial behavior, 3. understanding of classroom techniques for relieving tension, 4. ability to establish appropriate limits of social control, 5. ability to help students develop self-control. Other studies pertaining to the competencies required to teach emotionally impaired students support and follow this same pattern. For example, most of the competencies identified and exam- ined by Hewett (1966), Morse, Bruno, and Morgan (1971), Schaftenaar (1972), Wood (1976), and Feinberg and Wood (1978) were also contained in the Lord and Kirk (1950) and Mackie, Dunn, and Cain (1959) inves- tigations. Again, the major exception being that stronger emphasis was given to competencies concerning deviant behavior, behavior man- agement, and social-emotional development in the inquiries specific- ally directed toward teachers of the emotionally impaired. Compe- tencies not previously listed in this review, but determined to be important based on the results of the above studies, included: 1. ability to communicate acceptance to all students (Hewett, 1966; Feinberg & Wood, 1978); 2. ability to set consistent and reasonable behavioral limits (Hewett, 1966; Feinberg & Wood, 1978); 25 3. ability to evaluate and select successful reinforce- ment techniques to motivate apprOpriate behavior (Hewett, 1966; Feinberg & Wood, 1978); 4. ability to structure and implement classroom procedures, i.e., rules, routines, etc. (Morse, Bruno, & Morgan, 1971; Schaftenaar, 1972; Wood, 1976; Feinberg & Wood, 1978); 5. ability to use a variety of techniques to prevent crisis situations (Feinberg & Wood, 1978); 6. ability to use a variety of crisis management procedures to contain/control problem behavior and redirect pupils in desired directions (Feinberg & Wood, 1978). Mackie, Dunn, and Williams (1957) and Hoeksema (1975) exam- ined competencies required to teach mentally impaired pupils. In both studies, teachers of the educable and trainable mentally impaired rated the importance of competency statements and estimated their own proficiency on each skill. In addition, participants in the Hoeksema (1975) study indicated the degree of emphasis each of seven compe- tency areas should receive during undergraduate training; and whether the competencies within each of the seven areas could be best devel- 9994210;_ undergraduateprograms, graduate-level courses, in-service training, or on-the-job experience. Analysis of the results of the two investigations revealed that the majority of the_competencies determined to be important for teachersof the retarded were reported in studies previously presented in this review (i.e., Mackie, Dunn, & Cain, 1959; Mackie, Kvaraceus, 26 & Williams, 1957). However, two additional competencies were iden- tified as being necessary for this group Of teachers. They were: 1. ability to promote students' independence, 2. ability to teach daily living skills. Results of the studies also indicated skills in which teachers perceived the need for increased competency. The needed skills tended to focus on the following areas: understanding stu- dent behavior, teaching daily living skills, working with parents, promoting appropriate affective develOpment, using multi-sensory teaching methods, evaluating and promoting language development, and developing new teaching materials. Additionally, respondents in the Hoeksema (1975) study sug- gested that the major emphasis of undergraduate training should be on developing competence in instruction, classroom management, facilitating social-emotional growth in students, and assessing stu- dent behavior. They indicated that skill in working with parents and other professionals could be developed primarily through on-the- job experience and through in-service training. Blackhurst (1974) reported a list of competencies for teach- ers of secondary educable mentally impaired. The list was originally generated by Brolin and Thomas as part of a U.S. Office of Education project in the Department of Rehabilitation and Manpower Services at the University of Wisconsin-~Stout. Most of the skills identified were also encompassed in the studies of Hoeksema (1975) and Mackie et a1. (1957). The exceptions being that prevocational, vocational, and adult independent daily living skills were given more emphasis 27 in the Brolin and Thomas list. Examples of the additional compe- tencies include: A 1. understanding of work habits, attitudes, values, and social skills necessary for successful employment of the handicapped; 2. awareness of housekeeping jobs available for educable retarded persons; 3. ability to provide instruction in food selection, stor- age, and preparation; 4. ability to provide instruction in assembly-line pro- cedures, etc. Cruickshank (1966) provided one of the most comprehensive outlines of competencies for teachers of brain-injured students. Unfortunately, the skills included were based solely on professional Opinion. Nevertheless, they did emanate from 18 experts who are generally recognized as being very knowledgeable about neurologically impaired children and who represent a variety of disciplines related to treating and programing for these students. Nearly all of the competencies specified were included in studies reported earlier in this review. The exceptions being that teachers of the neurologically impaired should also be skilled in: 1. understanding the psychology of learning and cognitive processing, 2. understanding the sensory functions. 28 Competencies of Teachers of Severely Handicapped Students Research concerning the specific competencies required to effectively teach autistic or severely emotionally impaired students is virtually nonexistent (Gilliam & Dollar, 1977; Gilliam, 1978). Some literature, based on professional opinion, is available and will be presented and discussed in this review. In addition, lit- erature pertaining to the skills needed to successfully teach other types of severely impaired students will be examined here. Inclusion of these writings is based on the rationale that there is a certain degree of overlap from one area of severe impairment to another, just as there is from one area of mild impairment to another. It should be noted, however, that much of this information too is based on professional Opinion and not ogflempiricajfiresearch. In Special Education for the Severely Handicapped: The State of the Art in 1975, Haring cited six minimum skills essential for teachers of this population. They were: 1. ability to task analyze and sequence the instructional curriculum with prerequisite, intermediate, and termi- nal behaviors specified for each skill; 2. ability to record and evaluate student progress on a daily basis; 3. ability to select, purchase, and construct and/or design special instructional materials; 4. ability to teach and maintain attention and response behaviors using reinforcement contingencies; 5. 6. 29 ability to work with parents; ability to function as a member of an interdisciplinary team . Hayden et a1. (1976) also identified basic competencies needed for teaching the severely handicapped. They reported the fundamental skills as being: d . (A) 6. thorough knowledge of normal child develOpment, understanding of deviant develOpment, ability to function on an interdisciplinary team, knowledge of and ability to apply behavior modification, knowledge of systematic observational and assessment techniques, ability to work with parents. With minor variations, similar competencies or competency lists were suggested or developed by Brown and York (1974), Allen (1976), Scheuerman (1976), Sontag, Burke, and York (1976), Stainback, Stainback, and Maurer (1976), Preske and Smith (1977), and Wilcox (1977). Some of the variations in terms of additional teacher com- petencies were: 1. knowledge and skill in research design and interpreta- tion (Preske & Smith, 1977), ability to teach daily living skills and community living (Allen, 1976; Scheuerman, l976; Sontag, Burke, & York, 1976; Preske & Smith, 1977), understanding of medical problems (Preske & Smith, 1977), 10. 11. 12. 13. 14. 3O knowledge and skill in teaching sensory or perceptual skills (Allen, 1976; Scheuerman, l976; Preske & Smith, 1977), knowledge and skill in teaching fundamental motor skills (Allen, 1976; Scheuerman, 1976; Preske & Smith, 1977), knowledge of pre-vocational and vocational skills (Preske & Smith, 1977), knowledge of state rules and regulations pertaining to services for the handicapped (Wilcox, 1977), ability to locate and/or design prosthetics (Stainback, Stainback, & Maurer, l976; Wilcox, 1977), knowledge of the effects of drugs on student performance (Wilcox, 1977), awareness of the ethical issues in applying behavior technology (Wilcox, 1977), ability to teach social skills (Allen, 1976; Scheuerman, 1976), ability to teach language and communication skills (Allen, 1976; Scheuerman, l976; Sontag, Burke, & York, 1976), ability to teach children how to play and to use play as a teaching medium (Allen, 1976; Scheuerman, 1976), ability to teach basic cognitive skills (Brown & York, 1974; Allen, 1976; Scheuerman, l976). Horner, Holvoet, and Rinne (1976) compiled a comprehensive list of 511 competencies for teachers of the severely and profoundly 31 handicapped. The competencies were designated as either performance or informational skills and were divided into 25 training modules. A heavy emphasis was placed on the behavioral approach with eight of the modules pertaining to operant behavior. Other modules focused on legal and judicial actions concerning the severely handicapped, normalization, prosthetic environments, training paraprofessionals and parents, assessment, writing instructional Objectives, curricu- lum develOpment, task analysis, motor programs, self-help skills, and pre-academic programs. One of the most inclusive competency lists specifically geared to teachers of autistic students appeared in the 1978 U.S. Office of Education, Bureau of Education for the Handicapped grant proposal for the Severely Emotionally Impaired/Autistic Teacher Train- ing Program at Michigan State University. The competencies included were: 1. instructional: diagnostic-prescriptive teaching, language development, behavior management, interaction analysis, observation and recording of behavior, cur- riculum development; 2. homelschool relationship: family systems and stress factors, supportive services, home/school communication, parent training; 3. community_agency cooperation: agencies and organiza- tions that serve the autistic, evaluation of agency ser- vices, utilization of agencies and organizations; 32 4. member of an interdisciplinary team: function and skills of various team members, using skills of team members, interpersonal relationships; 5. in-service: planning in-service activities, implement- ing in-service activities, developing and evaluating programs for the autistic, consulting with school per- sonnel. In a paper presented at the University of Minnesota Advanced Training Institute, Wolthuis (1978) stated that teachers of the severely emotionally impaired/autistic must have a background in child growth and development, be knowledgeable about the various modes of learning, be aware of current research findings, and be cog- nizant of new legislation pertaining to this population. He also asserted that teachers of these students must be able to: l. manage behavior; 2. observe and record behavior; 3. promote systematic speech, language, and communication development; teach daily living skills; develop curriculum materials; teach pre—academic and academic skills; \IO‘U‘l-h supervise and coordinate the activities of teacher aides; 8. communicate with parents; 9. teach pre-vocational and vocational skills; 10. teach motor development skills. 33 Gilliam and Dollar (1977) conducted one of the few studies regarding the competencies needed by teachers of the autistic and severely emotionally impaired. As stated previously in this review, the results of their study were limited due to poor sample selection; however, seven major areas of competency were identified and some information was provided. Participants in the study were asked to rate 39 competencies in seven major domains according to (l) the teacher's present level of competence/skill, (2) the approximate time Spent on the skill, (3) interest in future training, and (4) importance of this compe- tency for teachers. Analysis of the data indicated that the seven competency areas were ranked in the following order concerning their importance for training teachers: d . curriculum/materials development (included task analysis); 2. solving problems (focused on the ability to plan and modify individual programs as needed); 3. management and interaction (concerned with analysis and modification of student behavior); 4. organizational skills (focused on physical environment and planning individualized instruction); 5. measuringpprogress (concerned with systematic collecting and recording of behavior); 6. evaluation and assessment (involved construction, use, and interpretation of formal and informal tests); 7. administrative skills (related to selection and ordering of materials and maintenance of school records). 34 Also, future training interests were designated as (in rank order): 1. management and interaction, 2. curriculum/materials develOpment, 3. evaluation and assessment, 4. administrative skills, 5. solving problems, 6. organization skills, 7. measuring progress. At the Rutland Center-~Developmental Therapy Model in Athens, Georgia, Robinson and Wood (1977) have produced the Developmental Therapy Verification Form (DTVF). While the teaching behaviors listed on this form are not stated as competencies, the trainees and teachers at the Center use this instrument to monitor their own pro- fessional development (Wood, 1978). The teaching skills included on the form are intended for teachers of the seriously emotionally dis- turbed and autistic students; however, it is obvious from reviewing the teaching behaviors listed on the DTVF and frOm reviewing the Center's curriculum objectives that teachers in this program are not working with the predominantly low-functioning autistic population included in Michigan public school programs. This contention is further documented by published data which indicate that 90% of the students from the Center return to regular school programs after an average of approximately 40 weeks of treatment (Rutland Center-- Developmental Therapy Model, 1978). In contrast, the majority of 35 autistic students in public school programs in Michigan will probably never be able to function in regular school programs. Aside from this issue, the teaching behaviors listed on the DTVF are well sequenced and many of them are relevant to the present study since autism covers the whole range of functioning levels. Examples of the teaching skills appropriate for the proposed research are: 1. plans activities which provide success experiences and are pleasure-producing for children, 2. avoids materials which require long waits for a turn, 3. does not extend activities beyond peak of student moti- vation, 4. structures situations so they will end positively, 5. recognizes small accomplishments of students with praise and rewards, etc. Professional Development: Concerns and Needs of Experienced and Inexperienced Teachers Within educational literature, there is support for the con- tention that teacher training programs do not and should not be expected to graduate completely trained, "finished professionals." Mackie, Dunn, and Cain (1959) state: It is quite possible that the most extensive program of initial preparation for the teacher candidate could never be broad enough, or deep enough, or specific enough to . prepare a teacher for more than a beginning--and that real competencies will develop only as the teacher works and matures. . . (p. 53). Rabinow (1960) made the same point by asserting that: 36 The teacher who comes from the teacher training center is not a finished professional. . . . The maturation of pro- fessional skills takes place on the jOb and in the quest that grows out of the job (p. 291). The development of teaching competency, therefore, is viewed as an on-going process that does not end with the completion of a teacher preparation program, but rather extends throughout the teaching career (Yauch, 1955; Conant, 1963; Briscoe, 1972; Hoeksema, 1975). This continuing nature of the development of teaching compe- tence has led to speculations about the different professional needs and concerns teachers may have at various points in their careers. Several investigators have addressed this issue by studying the needs and concerns of beginning teachers. For example, Briscoe (1972) examined the concerns of first-year secondary teachers; Sorenson and Halpert (1968) studied the stress and anxiety of student teachers; Dropkin and Taylor (1963) researched and compared the problems of beginning teachers in New York City schools and in suburban schools; and Alterman (1965) examined the needs of student teachers by analyz- ing entries in their student teaching diaries. Results of these studies were remarkably consistent. They indicated that new and inexperienced teachers tended to be most concerned with classroom management and discipline, evaluation by their supervisors, planning individualized instruction, relating to parents, having adequate and appropriate materials available, and having students respect and like them. Fuller (1969) examined six studies also relating to the needs and concerns of young teachers. She summarized the data and concluded that: 37 Beginning teachers are concerned about class control, about their own content adequacy, about the situations in which they teach and about evaluations by their supervisors, by their students and of their pupils by themselves (p. 210). In addition, Fuller (1969) conducted investigations of the needs and concerns of inexperienced teachers during the course of the student teaching practicum. After analyzing the frequencies of tOpics discussed in weekly seminar meetings, Fuller concluded that student teacher concerns could be divided into two categories: con- cerns with self and concerns with students. Concerns with self were reported early in the practicum experience and related to "self- protection and self-adequacy: with class control, subject matter adequacy, finding a place in the power structure of the school and understanding expectations of supervisors, principal and parents" (p. 211). During the last weeks of the practicum, concerns gradually shifted to the students and "their learning, their progress and with ways in which the teacher could implement this progress" (p. 211). In a second study, Fuller (1969) utilized a slightly differ- ent approach. Again student teachers were studied; but in this instance, they were asked to write out their concerns at approxi- mately two-week intervals. The responses were then classified into three categories: self-adequacy, class control, and student learning. All of the response statements were determined to be concerned with self-adequacy and/or class control and none were found to be pri- marily concerned with student learning. Fuller (1969) then examined the data on experienced teachers gathered by Gabriel (1957) and Jackson (1968) in an effort to determine 38 if the concern with self-adequacy continued throughout teachers' careers. After regrouping some of the data, she found that experi- enced teachers were significantly less concerned with maintaining discipline and with evaluation by supervisors and more concerned with student progress than were inexperienced teachers. Unfortunately, most of the special education research per- taining to the needs and concerns of teachers of handicapped students reflects no attempt to differentiate teacher needs and concerns on the basis of professional experience and inexperience. The over- whelming majority of the studies have focused on identifying the concerns and needs of special education teachers in general or, at best, the needs and concerns of teachers in a given disability area. Reports of these investigations were made in previous sections of this literature review and, therefore, will not be discussed here. A few special education researchers have given some attention to the differing needs and concerns of experienced and inexperienced teachers. For instance, as part of a dissertation study, Hoeksema (1975) compared the importance ratings given to teacher competency statements by experienced and inexperienced teachers of the men- tally impaired. Results of the study indicated that only one compe- tency was perceived to be more important by experienced than inexperienced teachers: consulting with regular classroom teachers. However, inexperienced teachers rated nine competencies higher in terms of professional development priorities than did experienced teachers. The nine competencies were: 39 1. using a variety of methods for motivating students, 2. using the results of teacher-administered tests to develop educational plans for children, 3. administering commercially prepared tests, 4. arranging physical props in the classroom to facilitate learning, 5. knowing the principal's expectations, 6. handling administrators' observations of your teaching, 7. asking for help or ideas from other staff, 8. following administrative directions, 9. getting to know other teachers. Gersh and Nagle (1969) compared the reSponses of experienced and inexperienced teachers to statements regarding their training and preparation for working with emotionally disturbed students. Two hundred twenty-five teachers and supervisors of classrooms for the emotionally disturbed in Michigan returned completed question- naires. Analysis of the data suggested that experienced teachers viewed supervision less defensively than inexperienced teachers, but that they were also less influenced by it. In addition, the data indicated that with experience, gratification and satisfaction with teaching shifted from observable classroom progress to feedback reporting the long-range success of students. A final point reported was that inexperienced teachers often felt isolated in their class- rooms while experienced teachers perceived themselves as being inde- pendent and enjoyed the status. 40 Another survey of Michigan teachers was conducted at Michi- gan State University (Stewart & Twenter, 1978). In this study, the concerns and frustrations of public school teachers of autistic students were investigated. Examination of the data showed that first-year, inexperienced teachers rank ordered their concerns somewhat differently than more experienced teachers. First-year teachers reported that their five most frustrating concerns were (in rank order): 1. too much paper work; 2. preparation for teaching severely emotionally impaired/ autistic students; 3-4. behavior management, working with parents; 5. curriculum develOpment/need for a specific curriculum. Experienced teachers ranked their most frustrating concerns in the following order: 1. behavior management, 2 curriculum development/need for a specific curriculum, 3 academic/behavioral objectives, 4. moral support, 5 working with parents. When the data of the two groups of teachers were combined, the five most frustrating concerns of teachers in their day-to-day work with autistic students were found to be: 1. behavior management, 2. too much paper work, 3. curriculum development/need for a specific curriculum, 41 4. working with parents, 5. preparation for teaching severely emotionally impaired/ autistic students. Summary The first section of this review contained procedures for identifying and validating teacher competencies. Since the complete validation process is beyond the scape and resources of many research projects, most of the studies that were examined addressed only one or two steps in the total procedure. A method utilized in a number of the studies consisted of (1) develOping a list of competency statements based on the opinions of experts, and (2) asking practicing teachers to rate each of the statements in terms of importance for teaching and working with students. In sections three and four, studies pertaining to the compe- tencies required to teach handicapped students were presented. The focus of section three was primarily on teachers of mildly and mod- erately mentally, neurologically, and/or emotionally impaired pupils, while the focal point of section four was on teachers of the severely handicapped. The final section of the review included research regarding the professional develOpment needs and concerns of teachers at various points in their careers. CHAPTER III METHODOLOGY Introduction The methodology and research design used for the study are presented in this chapter. Specific sections of the chapter contain descriptions and explanations of terms used, the population sampled, procedures followed in developing the questionnaire, the question- naire, collection of the data, and the research questions used in the study. Definition of Terms Students with Autistic Characteristics/Autistic Students: For the purpose of this study, the terms "students with autistic characteristics" and "autistic students" are used synonymously. Both expressions are used to describe students in the classrooms of teachers who were included in this investigation. That is, the terms refer to students in public school systems throughout Michigan who, in accordance with the Michigan Special Education Code (1977), have received a comprehensive evaluation by a school psychologist and social worker, a certified psychologist, or a certified consult- ing psychologist, or a certified psychiatrist; and, based on this evaluation(s) and other pertinent information have been identified by an educational planning and placement committee (EPPC) as 42 43 manifesting symptoms characterized by the diagnostic label of autism. The students have been technically labelled emotionally impaired since autism is included within the Emotionally Impaired category in Michi- gan (Michigan Special Education Code, 1977). At the present time, the Michigan Special Education Code (1977) does not contain a definition of autism nor a list of behavi- oral characteristics associated with autism. However, the State Board of Education adopted a policy statement regarding programming for autistic students on January 4, 1977. Included in this statement was the following list of behaviors deemed to be necessary for the diagnosis of autism: l. The diagnosis of autism must include three major character- istics: a. Child appears unable to develOp normal relationships to people and/or objects, b. Child has a language dysfunction evidenced through the lack of meaningful communication, and c. The disturbances indicated in (a) and (b) appeared before three years of age. 2. In addition to the above primary characteristics, a combina- tion of some or all of the following behaviors characterize the autistic child. These behaviors vary from child to child and time to time in severity and manner. a. Unusual and/or inconsistent reaction to stimuli, such as hypersensitivity and/or unresponsiveness to sound, sight, touch, smell, and taste. b. Persistence in routine and/or resistance to change. c. Lack of intellectual develOpment--sometimes accompanied by normal or superior ability in some areas, such as visuospatial function or memory. d. Repetitive and peculiar body motions and/or similar repetitive and peculiar use of objects in an inapprOp- riate manner. e. Presence of other abnormalities such as seizures or cerebral dysfunction (Michigan State Department of Education, 1977). 44 It is important to note that the policy statement cited above is meant to serve only as a guideline for diagnosticians and school personnel; it is not a law and, therefore, is not legally binding. Consequently, diagnosticians and school personnel may choose to follow the diagnostic criteria set forth in the statement or they may select other criteria to determine the diagnosis of autism. This situation has resulted in some variation from one area of the state to another regarding the type of youngster being labelled autistic. However, based on a statewide survey of public school programs serv- ing autistic students in Michigan (Barger & Montgomery, 1977) and on personal contact with staff members of several autistic programs in Michigan, it appears that most of the school personnel are using either the State Board of Education's policy statement guidelines or a similar set of behaviors included in a definition of autism authored by Ritvo and Freeman (1977) and adopted by the National Society for Autistic Children (NSAC). The NSAC definition is as follows: Autism is a severely incapacitating life-long developmental disability which typically appears during the first three years of life. It occurs in approximately five out of every 10,000 births and is four times more common in boys than girls. It has been found throughout the world in families of all racial, ethnic and social backgrounds. No known factors in the psycho- logical environment of a child have been shown to cause autism. The symptoms are caused by physical disorders of the brain. They must be documented by history or present on examination. They include: 1. Disturbances in the rate of appearance of physical, social, and language skills. 2. Abnormal responses to sensations. Any one or a combination of sight, hearing, touch, pain, balance, smell, taste, and the way a child holds his body are affected. 45 3. Speech and language are absent or delayed while specific thinking capabilities may be present. Immature rhythms of speech, limited understanding of ideas, and the use of words without attaching the usual meaning to them are common. 4. Abnormal ways of relating to peOple, objects and events. Typically, they do not respond apprOpriately to adults and other children. Objects and toys are not used as normally intended. Autism occurs by itself or in association with other dis- orders which affect the function of the brain such as viral infections, metabolic disturbances, and epilepsy. On IQ testing, approximately 60% have scores below 50, 20% between 50 and 70, and only 20% greater than 70. Most show wide variations of performance on different tests at different times. Autistic people live a normal life span. Since symptoms change, and some may disappear with age, periodic reevaluations are necessary to respond to changing needs. The severe form of the syndrome may include the most extreme forms of self-injurious, repetitive, highly unusual and aggres- sive behaviors. Such behaviors may be persistent and highly resistant to change, often requiring unique management, treatment, or teaching strategies (Ritvo & Freeman, 1977). Teacher Competencies/Skills: The terms "teacher competencies” and "teacher skills" are used interchangeably in this study. Both terms refer to the knowledge, tasks, and functions that teachers per- form and use in their daily work with students which result in the positive social, emotional, and cognitive growth of students. Eighty-five competencies for teachers of students with autis- tic characteristics were selected for this study. They are listed in Part II of the Questionnaire presented in Appendix 0. They are also included within the eight competency areas described below. Competency Areas: Competency areas refers to the eight cate- gories of teacher competencies selected for this study. The eight categories were derived by grouping the 85 competency statements into the following general areas: 46 1. Behavior Management: includes skills such as understand- ing the dynamics of student behavior, being able to use a variety of management techniques, being able to constructively manage the bizarre and aggressive behaviors of autistic students, being able to develOp and implement systematic behavior management plans. 2. Assessment and Evaluation: includes the ability to con- struct and use formal and informal tests, to use systematic observa- tional techniques, to assess students' achievement in various skill areas, to determine students' readiness for specific learning activi- ties. 3. Interpersonal Relationshipp; includes skills such as being able to communicate and work effectively with parents, stu- dents, administrators, and other professionals; being able to func- tion as a team member; being able to tolerate differing opinions and constructive criticism. 4. Developing Curriculum and Instruction: includes skills in writing behavioral objectives, task analyzing and sequencing learn- ing tasks, developing and/or modifying materials for use with autis- tic students, developing a comprehensive curriculum for autistic students. 5. Implementing Instruction: includes the ability to use a variety of motivational techniques; to teach attending skills; to structure activities and tasks to maximize learning and success experiences for students; to teach basic skills in academic areas, language, self-help, and motor development. 47 6. Administration: includes having knowledge of current legislation pertaining to autistic students, being able to supervise and coordinate the activities/duties of teacher aides, being able to coordinate the total educational program for each student in the classroom. 7. Background Information: includes having an understanding and knowledge of the basic concepts and terminology used in other disciplines; having knowledge of current research and literature pertaining to autism; having a knowledge of child development, lan- guage development, and perception. 8. Personal Characteristics: includes having an awareness of one's own emotional needs and understanding how these needs influ- ence the way in which one works with autistic students and their families, having the ability to cope with the ambiguity (lack of spe- cific information) in the area of teaching autistic students, being able to cope with the behaviors and the slow progress of autistic students. Specific competency statements for each of the eight compe- tency areas are presented in Appendices E and F. Importance Ratipg: Importance Rating refers to the number value respondents assigned to each competency statement regarding the importance of that competency for teachers working with autis- tic students similar to those in the respondent's classroom. Each competency statement was rated on a five-point scale with 5 repre- senting most important and 1 representing least important. 48 Professional Development Needs: Professional development needs refers to the teacher competencies in which respondents indi- cated a need for further training. The options for rating the com- petencies were: No--No Need: I presently do not need additional skill development in this competency. L --Low Priority: I would not go out of my way to develop additional skill in this competency. M —-Moderate Priority: I would find it helpful to develop additional skill in this competency. H --High Priority: I would find it very helpful to develop additional skill in this competency. Professional Development Need Rating: For data analysis pur- poses, the options for rating professional development needs (listed above) were given the following number values: 1 -- No--No Need, 2 -- L --Low Priority, 3 -- M --Moderate Priority, 4 -- H --High Priority. Professional Development Need Rating, therefore, refers to the number value assigned to competencies on the basis of respondents' ratings of their professional development need for a particular competency or competency area. Preparation Settings: Preparation settings refers to the environments where the development of skill in each of the eight com- petency areas could occur. The settings included: 49 1. College Course Work: all classroom work and activities (excluding field experiences) for which college credit is given. 2. Practicum and/or Student Teaching: all supervised field experiences which are part of a professional training program. 3. In-Service Training: all conferences, workshops, con- sultant help, etc., which takes place during an employ- ment period and which does not result in college credit. 4. On-the-Job Experience: actual employment experience as a teacher. Eppulation The population for this study consisted of public school teachers in Michigan who were teaching autistic students during the 1978-79 school year. All of the teachers selected were working in programs specifically designed for autistic or for a combination of autistic and emotionally impaired students. It is important to note that teachers working in the combined classrooms were asked to respond to the survey questionnaire only in terms of the students in their classrooms who had been diagnosed as autistic. Names and school mailing addresses of the teachers were obtained by writing (Appendix A) to either: 1. Supervisors of public school programs specifically designed for autistic or a combination of autistic and emotionally impaired students. Programs and program supervisors meeting the 50 stated criteria had been previously identified either through a com- prehensive, statewide survey by Barger and Montgomery (1977) or through contact with personnel in the Severely Emotionally Impaired/ Autistic Teacher Training Program at Michigan State University. 2. Directors of Special Education for intermediate school districts. A few Directors or members of their staffs had indicated in the Barger and Montgomery (1977) survey or through communication with personnel in the Severely Emotionally Impaired/Autistic Teacher Training Program at Michigan State University that a program for autistic students might be started in their district during the 1978-79 school year. In these instances, the Director of Special Education was contacted to determine the status of the program and to obtain the names and addresses of teachers working in any estab- lished programs. A total of 23 Supervisors and Directors were sent letters and forms (Appendix A) requesting the needed information. Of the 23 administrators contacted, 22 responded to either the initial or follow-up mailings. Their responses resulted in a combined list of 60 teachers from 12 programs. Twenty-eight or 46.67% of the teachers were working in the Detroit area; another 28 or 46.67% were teaching in other areas of the southern lower peninsula; and the remaining four or 6.67% were employed in the northern half of the lower penin- sula. All of the teachers (60) were mailed the survey questionnaire. 51 Procedures for Developing the Questionnaire The initial step in developing the survey questionnaire used in this study involved compiling a list of competencies judged to be needed by teachers of students with autistic characteristics. Compilation of the list began with an extensive search of the lit- erature pertaining to teacher competencies. The review included relevant literature not only from the area of autism, but also from the areas of emotional impairment, mental impairment, learning dis- abilities, and severe and profound handicaps. Additional informa- tion was obtained through correspondence with several university professors and with personnel from a number of programs across the United States which serve autistic youngsters. Also, competencies suggested by the author's own teaching experience and observations of classrooms for the autistic were included. The result was a consolidated list of approximately 500 teacher competencies. This list was condensed by eliminating duplicate competencies and by combining others until the final list of 85 competency statements emerged. The final 85 competencies were then organized into eight competency areas. Step two involved determining a format for the questionnaire. The goal was to develop a format which would facilitate the efficiency and accuracy of responses to the survey items. Several existing instruments were examined and sections of the format of a question- naire designed by Hoeksema (1975) were adapted for use in this study; however, the over-all format of the instrument used in this 52 investigation was devised by the researcher specifically for this research project. The third step in developing and refining the questionnaire consisted of having the researcher's guidance committee chairman, professionals with expertise in educational programming for autis- tic students, and graduate students in education critically review the questionnaire. They were asked to indicate instructions and items that were confusing, to identify redundancies, and to make sug- gestions for the addition and deletion of items. They were also requested to make comments concerning the format and general struc- ture of the questionnaire. After revisions were made on the basis of the feedback received, a draft of the revised questionnaire was submitted to the writer's guidance committee for their review. The purpose of this step was to obtain the committee members' suggestions for further refinement of the instrument. Subsequently, modifications were made in the questionnaire and a pilot study of the improved instrument was conducted. Subjects for the pilot study were two Master's level students in the Severely Emotionally Impaired/Autistic Teacher Training Program at Michigan State University. Both subjects completed the questionnaire in the same manner as teachers in the actual study were requested to do. Upon finishing the questionnaire, the pilot subjects were interviewed individually to ascertain their reactions and comments. The final step in developing and refining the instrument was to make a few minor changes suggested by the pilot subjects. The V11 53 questionnaire was then ready for distribution to the research pOpu- lation. The Questionnaire The questionnaire developed for this study is presented in Appendix D. It consisted of five parts. Part I: Personal and Professional Data. This section of the questionnaire was designed to obtain data regarding the type and amount of pre-service and in-service training the subjects had received, the number of years of teaching experience the subjects had had, whether all of the students in the subjects' classrooms had been diagnosed as autistic, and the age-range and general functioning level of the autistic students with whom the subjects were currently working. The information collected was used for descriptive purposes in the study. In addition, the data related to the number of years of teaching experience, type of training, age-range of students, and general functioning level of students served as independent variables in the analyses of responses. The general functioning level of students was determined on the basis of subjects' responses to item 9 on the questionnaire. Response "a" was judged to be the lngfunctioning level, response "b" the medigm_functioning level, and response "c" the hjgh_functioning level. For data analysis, the information was coded in the following manner: 1 -- Low-Medium: Respondents indicated that the autistic students in their classroom were functioning at levels a (low) and b (medium). 54 2 -- Medium-High: Respondents indicated that the autistic students in their classroom were functioning at levels b (medium) and/or c (high). 3 -- All Levels: Respondents indicated that the autistic students in their classroom were functioning at all three levels (a, b, and c). It should be noted that no respondents in this study reported having only (a) low functioning or only (b) medium functioning autis- tic students in their classroom; however, a few did report having only (c) high functioning students in their classroom. In the latter instances, the cases were included in the Medium-High category and were coded as a two. Also for data analysis, Age-Range, item 8 on the question- naire, was coded as follows: 1 -- Pre-Primary, approximate age-range: 0-6 years. 2 -- Early Elementary, approximate age-range: 5-9 years. 3 -- Late Elementary, approximate age-range: 8-12 years. 4 -- Middle School/Jr. High, approximate age-range: 11-16 years. 5 -- Secondary, approximate age-range: 15-25 years. 6 -- Across two or more age-range categories. The overlapping of ages from one level to the next was done to better represent and accommodate the age-ranges reported by teachers. Part 11: Selected Competencies for Teachers of Students With Autistic Characteristics. This segment of the questionnaire contained 85 competencies which may be needed by teachers of students with 55 autistic characteristics. The competency statements were presented in random order and the respondents were asked to rate each statement according to the following two steps: Step_l. Subjects were requested to indicate the importance of each competency statement for teachers working with autistic students similar to those in the subject's current classroom. Each competency statement was rated on a five-point scale in which 1 represented least important and 5 represented most important. The purpose of this step was to ascertain the perceptions of teachers of autistic students concerning the importance of the 85 teaching com- petencies selected for the study. Stgp_g, Respondents were requested to signify their profes- sional development needs by rating each of the 85 competency state- ments according to the following scale: No--No Need: I presently do not need additional skill development in this competency. L --Low Priority: I would not go out of my way to develop additional skill in this competency. M --Moderate Priority: I would find it helpful to develop additional skill in this competency. H --High Priority: I would find it very helpful to develop additional skill in this competency. The purpose of Step 2 was to determine the professional train- ing needs of the respondents. In order to analyze the data, a score of l to 4 was assigned to each response with No Need receiving a 1 and High Priority receiving a 4. 56 Part 111: Development of Teachinngompetence. In this portion of the questionnaire, subjects were asked to indicate where teaching skill in each of the eight competency areas could be developed most effectively. This was accomplished by requesting the respondents to rank four possible preparation settings. The four settings included: college course work, supervised practicum and/or student teaching experiences, in-service training, and on-the-job experience. Respon- dents were directed to assign a 1 to the setting in which the skills could be developed most effectively, a 2 to the next best setting, and so on. The preparation settings were ranked for each of the eight competency areas. The purpose of this section was to determine the perceptions of the respondents as to where, within the preparation settings, skill in each of the eight competency areas could be develOped best. Part IV: Emphasis of Preparation Program. Respondents were directed to rank the eight competency areas according to the amount of emphasis each should receive during an autistic teacher training program. The purpose was to obtain the respondents' opinions regard- ing the major focus of an autistic teacher preparation program. Part V: Open-Ended Question. Finally, respondents were given the opportunity to express any thoughts, concerns, or reactions that had been stimulated by the questionnaire. This section was included to allow for respondents' input and comments since up to this point, the survey instrument was structured and participants were limited in their responses. 57 Collection of the Data In May, 1979, a mailing was sent to 60 Michigan public school teachers of autistic students. The mailing included a letter of explanation (Appendix B), a questionnaire (Appendix C), and an addressed post-paid envelope for returning the questionnaire. A follow-up mailing (Appendix C) was sent in June, 1979, to subjects who had not responded to the first mailing. No further attempts were made to obtain questionnaires that were not returned after the follow-up mailing. Research Questions and Data Analysis Procedures Research Question 1: What is the relative importance of the selected competencies as perceived by teachers of the autistic? To answer this question, the data from Part II, Step 1 of the questionnaire were analyzed by computing mean Importance Ratings and standard deviations for the 85 competency statements. The com- petencies were then ranked by their mean Importance Ratings and pre- sented in table form. Using the same procedure, the competencies were also ranked within each of the eight competency areas. In addition, the percentage of competencies at each level of importance was reported. Research Question 2: What is the relationship between the Importance Rating teachers of autistic students give to each competency area and the number of years the teachers have been teaching in the area of special education? The data for this question were examined in terms of the number of years the teachers had taught autistic students and the 58 number of years they had taught in the general area of special edu- cation. An analysis of variance was used in both instances to deter- mine if significantdifferences occurred in the Importance Ratings assigned to the competency areas by teachers with varying amounts of teaching experience. Differences in mean Importance Ratings and dif- ferences in the ranked order of importance of the competency areas were also compared for the various groups. Research Question 3: What is the relationship between the Importance Rating teachers of autistic students give to each competency area and the age-range of the students with whom the teachers work? It seemed likely that teachers of one age-range of autistic students would view the competencies differently than teachers work- ing with another age group; therefore, an analysis of variance was conducted to determine if a significant difference existed in the Importance Ratings assigned to the competencies by teachers of dif- ferent age groups of students. Also, differences in mean Importance Ratings and differences in the ranked order of importance of the competency areas were compared for teachers of the various age-ranges of students. Research Question 4: What is the relationship between the Importance Rating teachers of autistic students give to each competency area and the functioning level of the stu- dents with whom the teachers work? It also seemed probable that each of the following groups of teachers would rate the importance of the competency statements dif- ferently: a. teachers working with low-medium functioning autistic students; 59 b. teachers working with medium-high functioning autistic students; c. teachers working with low, medium, and high functioning autistic students. Again, an analysis of variance was used to test for significant dif- ferences in the Importance Ratings given to the competencies by teachers in the three groups. In addition, differences in mean Importance Ratings and differences in the ranked order of importance of the competency areas were examined for the three groups of teachers. Research Question 5: What are the perceptions of teachers of autistic students concerning the value of the various prep- aration settings (college course work, practicum and/or student teaching, in-service training, and on-the-job experi- ence) in developing competence in the selected competency areas?' To answer this question, the mean ratings for the preparation settings were ranked for each of the eight competency areas. The results were presented in table form. Research Question 6: In which specific competencies do teachers of the autistic perceive themselves to be in need of further training; that is, what are their professional development needs? This question was answered by analyzing the data from Part II, Step 2 of the questionnaire. Mean Professional Development Need Ratings and standard deviations were computed for the 85 competencies. The competencies were then ranked by their mean Professional Develop- ment Need Ratings and the results were presented in a table. The competencies also were ranked within the eight competency areas by using the same procedure. In addition, the percentage of competen- cies at each level of professional development need was reported. 60 Research Question 7: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the type of special education training the teachers have received? The type of special education endorsement(s) the teachers had received was the primary data used to answer this question; however, the effects of in-service training and Judevine training also were examined. A t-test was used to determine if the Professional Development Need Ratings of teachers differed significantly with the type of training they had been given. Differences in mean Pro- fessional Development Need Ratings and differences in the ranked order of professional development need assigned to the competency areas were compared. Research Question 8: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the number of years the teachers have been teaching in special education? As in Research Question 2, the data for this question were examined in terms of the number of years the teachers had taught autistic students and the number of years they had taught in the general area of special education. In both situations, a t-test was used to determine if significant differences existed in the Profes- sional Development Need Ratings assigned to the competency areas by teachers with differing amounts of teaching experience. In addition, differences in mean Professional DevelOpment Need Ratings and dif- ferences in the ranked order of professional development need assigned to the competency areas were compared. 61 Research Question 9: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the age-range of the students with whom the teachers work? The data for this question were analyzed in the same way as the data for Research Question 3. Again, it seemed likely that teachers of one age-range of autistic students would have different professional develOpment needs than teachers of another age group; therefore, an analysis ofyarjagceflwas conducted to determine if significant differences occurred in the Professional Development Need Ratings assigned to the competencies by teachers of different age groups of students. Also, differences in mean Professional DevelOpment Need Ratings and differences in the ranked order of pro- fessional development need given the competency areas were compared. Research Question 10: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the functioning level of the students with whom the teachers work? Again, as in Research Question 4, it seemed probable that each of the following groups of teachers would rate their professional development needs differently: a. teachers working with low to medium functioning autistic students; b. teachers working with medium to high functioning autistic students; c. teachers working with low, medium, and high functioning autistic students. An analysis of variance was used to test for significant differences in the Professional DevelOpment Need Ratings assigned to the 62 competencies by teachers in the three groups. Additionally, differ- ences in mean Professional DevelOpment Need Ratings and differences in the ranked order of professional development need given the com- petency areas were examined for the three groups of teachers. Research Question 11: What are the perceptions of teachers of autistic students regarding the degree of emphasis each competency area should receive during a teacher training program for teachers of the autistic? This question was answered by ranking the mean scores that each competency area received in Part IV of the questionnaire. CHAPTER IV ANALYSIS AND INTERPRETATION OF THE FINDINGS Introduction The results of this study are based on analyses of the infor- mation obtained from the survey instrument. Of the 60 questionnaires mailed, 46 (76.67%) were completed and returned. Of those returned, two were received too late to be included in the data and two others had to be discarded. One was discarded because it had been com- pleted by a speech and language therapist rather than a classroom teacher. The other was rejected because the teacher did not respond to major portions of the questionnaire or responded in such a way that the information could not be used. Therefore, the findings reported in this chapter are based on the responses of 42 subjects or 70.0% of the sample population. The format for presenting the results is to first report the personal and professional data which describe the respondents and then to answer the research questions in sequential order. Data for both sections are presented in the form of tables and discussion. It should be noted that the data for Part V of the question- naire, the open-ended question, are not reported in the study find- ings. The reason for not including the information is that the responses varied considerably and many consisted of personal messages to the researcher; and, after compiling and analyzing the replies, the 63 64 only conclusion that could be drawn was that respondents were decidedly supportive of the study and interested in the results. Personal and Professional Data Degree The highest degree held by a majority of the teachers sur- veyed in this study was a Bachelor's degree. A total of 32 (76.19%) respondents held only Bachelor's degrees, while ten had Master's degrees. No teachers reported holding degrees above the Master's level. Special Education Endorsement As shown in Table 1, over two-thirds (69.05%) of the teachers had endorsement only in the emotionally impaired (EI) area. Another four (9.52%) were endorsed to teach both EI and mentally impaired (MI) pupils and five (11.9%) were endorsed to teach both EI and learning disabled (L0) students. In addition, four teachers (9.52%) held endorsement to teach in three disability areas: E1, M1, and LD. It should be noted that in Michigan, teachers of the autis- tic must have endorsement in the E1 area since autism is included in the El category. At the present time, there is no separate endorsement for autism. Additional Special Teacher Training Twenty-one (50.0%) of the responding teachers indicated that they had received some specific pre-service or in-service training (other than Judevine training) for working with autistic students. 65 Table l.--Special education endorsement of respondents. Endorsement Degree N Percent Emotionally Impaired (EI) BA/BS 26 61.91 MA/MS 3 7.14 29 69.05 Emotionally Impaired & BA/BS l 2 38 Mentally Impaired (MI) MA/MS .43 7.14 4 9 52 Emotionally Impaired & BA/BS 2 4 76 Learning Disabled (LD) MA/MS _3 7.14 5 ll 90 E1, MI, & LD BA/BS 3 7 l4 MA/MS ._l 2.38 4 9.52 Nine (42.86%) of the 21 reported having had a student teaching experi- ence with autistic youngsters. Another nine (42.86%) had received varying types and quantities of in-service training through their local and/or intermediate school districts. Of the remaining three teachers, one had participated in a training session at a university- affiliated developmental center, one had attended workshopS at the national conference for the National Society for Autistic Children, and one had been a student aide in a classroom for autistic pupils. Eleven (26.19%) of the 42 respondents also had had Judevine training either directly from the staff at the Judevine Center or from other professionals who had acquired the training. Judevine training primarily consists of learning a behavior modification system for managing the behaviors of autistic students. 66 Fifteen (35.71%) of the teachers involved in this study stated that they had received no specific training (pre-service or in-service) for working with autistic pupils. Several others indi- cated that their in-service training had been minimal; and with the exception of the nine teachers who had completed a student teaching experience with autistic youngsters, no one reported having had any course work or training at the college level to prepare them for teaching the autistic population. TeachingrExperience As the data in Table 2 indicate, nearly half (47.62%) of the teachers included in this study were completing their first year of teaching autistic students. Nine of these teachers had had prior teaching experience in other disability areas, while 11 (26.19%) were first-year special education teachers. 0f the remaining respondents, eight (19.05%) were finishing a second year of teaching the autistic, eight (19.05%) more a third year, three (7.14%) a fourth year, and three (7.14%) a fifth year. No one reported having taught autistic pupils for more than five years. The mean number of years of teaching experience with this population was 2.07. The amount of teaching experience that respondents had had in other areas of special education was considered relevant and impor- tant to this study and, therefore, is also reported in Table 2. As can be seen, most of the teachers (82.92%) had a total of five or less years of experience in special education (including autism). In fact, nearly half (46.34%) of the teachers had only one or two 67 years of experience. The mean number of years of teaching experience in special education for the total sample population was 3.61 years. This is somewhat misleading, however, since one respondent had taught for 22 years which by far exceeded the number of years specified by any of the other teachers. Therefore, the mean number of years was computed a second time by excluding the case with 22 years experi- ence and thus yielding a more realistic mean of 3.15 years. The data for one of the reSpondents could not be included here because of the manner in which the necessary information was recorded on the questionnaire. Table 2.--Teaching experience of respondents. Mean Years Number N of Experience of Years Percent Area N wwmmo _a \O 0 U1 Autism 2.07 01-wa—1 ...I dd-‘hOflNNCD-fl ...a A 01 0.) com ._a 01 Special Education (including autism) l£3\IOSU'I-I>CJ~)I\)--‘ 22 (data missing for one case) aExcluding the case with 22 years experience. bIncluding the case with 22 years experience. 68 Diagnosis of Students Twenty-eight (66.67%) of the respondents' classrooms con- tained only students diagnosed as autistic. The other 14 (33.33%) classrooms included students diagnosed as severely emotionally dis- turbed, aphasic, severely learning disabled, and neurologically damaged inaddition to autistic students. In the latter instances, however, there were no less than three autistic students in a class- room. The mean number of autistic youngsters per class for this group was 4.29 whereas the mean number of pupils in classrooms with only autistic students was 4.78. Age-Range of Students As can be seen in Table 3, the largest number of teachers (26.19%) reported for a single age group were those working with 11-16 year olds who were chronologically at the Middle School/Jr. High level. However, if the Early and Late Elementary groups are combined, it becomes evident that the greatest number of teachers (35.72%) were working with elementary level students. In either instance, it is obvious that a majority (61.9%) of the teachers in this study were teaching students between the ages of 5 and 16 years who were at the Elementary or Middle School/Jr. High level. Another five (11.91%) were teaching Pre-Primary children in the 0-6 year old age-range and five (11.91%) were teaching Secondary students in the 15-25 year old category. Six (14.29%) teachers stated that the ages of the students in their classroom spanned two or more of the age levels established for 69 the study. The widest age-range indicated by a teacher was 15 years, while the mean age-range for the total sample population was 4.71 years. The actual age-range of students for the total pOpulation was 3-25 years. No respondents reported having children younger than three years of age in their classrooms. Table 3.--Age-range of students. Number of Approximate Teachers Working Level Age-Range With Students Percent in Age-Range Pre-Primary O- 6 5 11.91 Early Elementary 5- 9 8 19.05 Late Elementary 8-12 7 16.67 Middle School/ Jr. High 11-16 11 26.19 Secondary 15-25 5 11.91 Across Two or More Age Levels 6 14'29 Note: Actual age-range of students for total sample population: 3-25 years. Age-range of students for individual teachers varied from 1 year to 15 years. Mean age-range of students for total sample population: 4.71 years. Functioning_Level of Students Nearly half (45.24%) of the teachers stated that their class- rooms contained Low, Medium, and High functioning autistic students. Thirteen (30.95%) teachers had Medium-High functioning autistic youngsters in their classes and ten (23.81%) had Low-Medium 7O functioning autistic pupils in their rooms (Table 4). No respondents reported having only Low or only Medium functioning students in their classes. Five teachers did indicate that there were only High func- tioning autistic pupils in their classrooms and for the purposes of analysis, these were included in the Medium-High functioning group. Table 4.--Functioning levels of students. Number of Teachers Functioning Level Working With Students at Functioning Level Percentage of Teachers Madlum-ngh 13 30.95 All levels (Low, Medium, and High) _1_?_ 45.24 Summary of Personal and Professional Data l. Thirty-two (76.19%) of the respondents held only BA/BS degrees and the remaining ten (23.81%) had MA degrees. 2. A majority (69.29%) of the respondents had Special edu- cation endorsement only in the E1 area. 3. Twenty-one (50.0%) of the teachers had received at least some pre-service or in-service training for working with autistic students and 11 (26.19%) had had Judevine training, while 15 (35.71%) teachers indicated they had been given no specific training pertain- ing to the autistic. 71 4. Most (82.92%) of the responding teachers had five or less years of experience in teaching exceptional students (including the autistic) and 20 (47.62%) were completing their first year of teaching autistic youngsters. None of the teachers had more than five years of experience with the autistic. 5. Twenty-eight (66.67%) of the respondents were teaching in classrooms in which all of the students had been diagnosed as autistic. 6. Twenty-six (61.9%) of the teachers were teaching autistic students at the Elementary or Middle School/Jr. High level, five (11.91%) were working with Pre-Primary children, and five (11.91%) were teaching Secondary level students. The remaining six teachers (14.29%) were working with autistic students whose ages spanned two or more of the age levels used in the study. 7. Nineteen (45.24%) of the responding teachers had Low, Medium, and High functioning autistic students in their classrooms, while the remaining respondents had either Low-Medium (23.81%) or Medium-High (30.95%) functioning pupils in their classes. Research Questions Research Question 1: What is the relative importance of the selected competencies as perceived by teachers of the autistic? To determine the relative importance of the 85 competencies as perceived by teachers of the autistic, all of the competency statements included in the questionnaire were ranked according to their mean Importance Ratings (Table 5). In addition to ranking the 72 competency statements in order of importance, they were divided into the following categories: 4.999-4.500 Most Importance 4.499-4.000 High Importance 3.999-3.500 High-Moderate Importance 3.499-3.000 Moderate Importance 2.999-2.500 Moderate-Low Importance A ranking of the competency statements according to their mean Importance Ratings within each of the eight competency areas is presented in Appendix E. Also, frequency distributions for the 85 competency statements can be found in Appendix G. Of the 85 competency statements selected for the study, 37 (43.53%) were rated as having Most Importance, 28 (32.94%) as having High Importance, and 16 (18.82%) as having High-Moderate Importance. Only three (3.53%) competencies were determined to have Moderate Importance and one (1.18%) to have Moderate-Low Importance. This means that 76.47% or 65 of the competencies were judged to be of Most or High Importance for teachers of autistic students. It also means that 95.29% or 81 competencies were found to be of Most, High, or High-Moderate Importance for the teachers, while only 4.71% or four competencies were designated as being of Moderate or Moderate- Low Importance. The competencies perceived as being most important for teachers of the autistic were: . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. 73 . Ability to develop and implement fair, reasonable, firm, and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. . Ability to teach and maintain attention and on-task behaviors. . Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relationship). . Ability to task analyze (break into small sequential steps) and sequence learning tasks. . Ability to use a variety of methods for motivating students. . Knowledge of and ability to apply behavior modification techniques which promote and motivate appropriate behav- ior in autistic students. Three of the highest rated competencies reflected teachers' concerns about managing the behavior of autistic students. Two other state- ments indicated the importance of skill in implementing instruction in a classroom for autistic pupils. The remaining two competencies pertained to developing curricula for the autistic and to establish- ing appropriate interpersonal relationships with autistic children and their families. In descending order, the least important of the 85 competen- cies were judged to be: . Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. . Ability to prepare written lesson plans. . Ability to plan and conduct presentations and in-service training activities concerning autism. . Ability to plan and implement research projects concerning autism. Table 5.--Relative importance of the 85 teaching competencies. 74 Importance Mean SD Most Importance (4.999-4.500) 36. 66. 32. 50. 56. 21. 42. 48. 57. Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to develop and implement fair, reasonable, firm, and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. Ability to teach and maintain attention and on-task behaviors. . Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relationship). Ability to task analyze (break into small sequential steps) and sequence learning tasks. Knowledge of and ability to apply behavior modification techniques which promote and motivate appropriate behavior in autistic students. Ability to use a variety of methods for motivating students. Ability to use classroom structure as a major technique for controlling behavior. (Classroom structure may include: consis- tent rules, daily routine, physical arrangement of the classroom, reduction of extraneous stimuli, removal of seductive and dangerous materials, etc.). Ability to teach self-help and daily living skills. Ability to teach and assist pupils in developing self-control. Ability to develop new instructional mate- rials and/or modify existing commercial commercial materials for use with autistic students. .976 .810 .810 .786 .786 .786 .786 .762 .762 .762 .762 .154 .397 .505 .415 .520 .520 .520 .532 .484 .431 .532 75 Table 5.--Continued. Importance Mean SD Most Importance (4.999-4.SOO) 58. 11. 55. 61. 33. 84. 27. 64. 19. 65. 79. 85. Ability to develop a comprehensive educa- tional program for autistic students. Ability to use a variety of management/ control techniques such as voice modulation, facial expressions, planned ignoring, prox- imity control, tension release, relaxation activities, etc. Ability to teach language and communication skills including nonverbal forms of commu- nication such as sign language, symbol boards, and picture boards. Ability to teach motor, perceptual, and social-emotional (affective) skills. Ability to structure tasks and activities so they end positively and students experience success. Ability to plan and use a variety of crisis management procedures such as time-out, therapeutic holding, etc. to contain/ control severe behavior. Ability to select target behaviors to be changed and to identify the critical vari- ables affecting the target behaviors such as consequent and antecedent events. Ability to tolerate and cope with the slow progress and the regressions of autistic students. Ability to assess students' skills in the areas of language, perception, motor, and social-emotional (affective) development. Ability to handle the challenge and frus- tration of working with nonverbal and language impaired pupils. Possession of the physical and emotional stamina needed to work with autistic youngsters. Ability to evaluate one's own teaching and classroom management skills and to construc- tively use the resulting information. 4.762 4.738 4.738 4.738 4.690 4.690 4.667 4.667 4.643 4.643 4.643 4.643 .484 .445 .767 .587 .749 .604 .650 .721 .656 .656 .618 .618 76 Table 5.--Continued. Importance Mean SD Most Importance (4.999-4.500) 81. 53. 63. 25. 29. 49. 62. 76. 82. 23. 47. 67. Ability to work compatibly with paraprofes- sionals and other professionals. Knowledge of normal language develOpment and an understanding of delayed and dis- ordered language. Ability to communicate openly, honestly, and tactfully with parents regarding their child's handicap(s), progress, limitations, etc. Ability to plan a purposeful, organized, and consistent schedule of daily activities for autistic pupils. Ability to plan success experiences for autistic students. Ability to work with and assist parents in setting goals (short and long term), choos- ing intervention techniques, and learning to manage and cope with their autistic child. Ability to plan learning activities and select materials that are appropriate for a student's developmental level and which allows for any learning problems the student may have. Ability to make directions and learning tasks clear to students. Ability to carry out instruction that is consistent with student educational goals. Ability to develop and implement a syste- matic behavior management plan for individ- ual autistic students complete with timeli- ness and a specified order in which intervention techniques will be used. Ability to evaluate and document the effec- tiveness of the program and intervention techniques used with individual autistic students Ability to function effectively as a member of a multidisciplinary team. 4.619 4.595 4.595 4.571 4.571 4.571 4.571 4.571 4.571 4.548 4.548 4.548 .731 .701 .665 .831 .770 .737 .770 .831 .668 .916 .705 .670 77 Table 5.--Continued. Importance Mean SD Most Importance (4.999-4.500) 15. 71. Ability to prepare a comprehensive and developmentally sequenced curriculum for autistic students. Ability to structure activities, materials, and the physical environment of the class- room to ensure maximum learning. High Importance (4.499-4.000) 44. 73. 35. 39. 34. 59. 80. 46. 69. Ability to use data from observations, case histories, reports of social workers, psy- chologists, etc. to develop educational goals and individual educational plans for autistic students. Ability to teach pre-academic/readiness skills. . Knowledge of normal child development and the difference between normal and abnormal development at the various developmental levels. Ability to prepare autistic pupils for new experiences or for the transition from one activity or situation to another. Ability to coordinate the total educational program (including the services of other dis- ciplines) for each student in the classroom. Ability to assess students' pre-vocational and vocational skills. Ability to use systematic observational techniques for establishing baseline data, for evaluating problem areas, and for docu- menting and assessing the progress of autistic students. Ability to assess students' basic academic skills. Ability to teach pre-vocational and voca- tional skills. Ability to separate behavior into small com- ponents (task analyze) and shape desired responses. 4.524 4.524 4.476 4.476 4.452 4.452 4.452 4.429 4.429 4.429 4.405 4.405 .110 .773 .707 .707 .739 .832 .739 .887 .831 .668 .857 .767 78 Table 5.--Continued. Importance Mean SD High Impgrtance (4.499-4.000) 1. 12. 41. 43. 70. 45. 60. 10. 38. Understanding of the basic concepts of per- ception and sensory functions and cognition. Ability to determine students' readiness for specific learning activities. Ability to identify symptoms which relate to vision, hearing, and/or health problems (including seizures). Ability to assess students' pre-academic/ readiness skills (sorting, matching, identi- fying colors, recognizing basic shapes, etc.). Ability to set realistic goals and expecta- tions for one's self in terms of what can and can not be accomplished with autistic students (considering the present state of knowledge in the area of autism). . Ability to act as an affective model by demonstrating warmth, empathy, and positive regard in relating to others. Ability to communicate acceptance to all students by letting them know that their feelings and needs are important and are understood. Ability to conduct group lessons and activi- ties so every student can participate suc- cessfully. Ability to use develOpmental scales to determine the functioning level of autistic students in the various developmental areas, i.e., motor skills, social skills, play, language, etc. . Ability to supervise and coordinate activi- ties/duties of teacher aides who are working in the classroom. Ability to analyze the modality (visual, auditory, etc.) and response requirements of a given task. Ability to write behavioral objectives. 4.381 4.381 4.381 4.381 4.381 4.357 4.310 4.262 4.238 4.190 4.190 4.190 .661 .882 .731 .764 .854 .850 .975 .127 .878 .833 .917 .943 79 Table 5.--Continued. Importance Mean SD High Importance (4.499-4.000) 22. 28. 37 54. 72. 83. Ability to tolerate differing Opinions and constructive criticism without taking offense. Understanding of family dynamics and the reactions that parents and siblings may experience as the result of the stress of having an autistic child in the family. Ability to use play as a teaching medium and toys as educational tools for cognitive, social, and language activities. Knowledge of the current research and lit- erature regarding autism. Knowledge of other handicapping conditions such as mental retardation, learning dis- abilities, aphasia, childhood schizophrenia, etc. Knowledge of state and federal legislation concerning educational services for autis- tic students. High-Moderate Importance (3.999-3.500) 4. 30 40. 68 18 Awareness of one's own emotional needs and values and an understanding of how these affect the way in which one relates to and works with autistic students and their families. Ability to maintain objective attitudes toward autistic students and their families by not becoming overly involved with them or personalizing their problems. Knowledge of the ethical issues involved in the use of behavior modification, especially the use of punishment and aversive conse- quences. Ability to teach academic skills. Ability to assist parents and autistic per- sons in obtaining the services of community agencies and organizations. 4.167 4.119 4.119 4.119 4.071 4.071 3.952 3.952 3.929 3.905 3.810 1.102 .968 1.152 .832 .894 .894 .936 .962 1.045 1.031 1.292 80 Table 5.--Continued. Importance Mean SD High-Moderate Importance (3.999-3.500) 31. 78. 75. 17. 14. 52. 16. 24. 51. 77. Ability to construct and use informal tests of achievement with autistic students. Knowledge of community agencies and organi- zations that provide services to the autis- tic population. Understanding of the causes and dynamics of student behaviors. Ability to select, use, and interpret com- mercially prepared tests which are approp- riate for use with non-verbal and language impaired students. Knowledge of the basic concepts and termi- nology used in other disciplines which serve autistic persons (i.e., medicine, neurology, psychiatry, etc.). Ability to cope with the ambiguity (lack of specific information regarding autism, especially in the area of educational pro- gramming) in the field of autism. . Ability to critically evaluate research that pertains to autistic persons. Understanding of the basic concepts of psychology. Ability to establish good public relations with community agencies and organizations. Ability to handle administrators' obser- vations and evaluations of one's teaching and classroom management skills. Ability to informally evaluate educational programs, services, and personnel serving the autistic population. Moderate Importance (3.499-3.000) 74. Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. 3.786 3.786 3.762 3.714 3.571 3.571 3.548 3.524 3.500 3.500 3.500 3.286 .279 .952 .821 .215 .107 .129 .832 .042 .018 .862 .834 .944 81 Table 5.--Continued. Importance Mean SD Moderate Importance (3.499-3.000) l3. Ability to prepare written lesson plans. 3.214 .951 20. Ability to plan and conduct presentations and in-service training activities concern- ing autism. 3.119 1.273 Moderate-Low Importance (2.999-2.500) 26. Ability to plan and implement research . projects concerning autism. 2.667 1.183 Three of these competencies pertained to administrative skills such as promoting public awareness and advocating for services for the autistic, planning and conducting in-service training sessions on autism, and planning and implementing research projects on autism. The other least important competency dealt with preparing written lesson plans and was a component of the competency area of Develop- ing Curriculum and Instruction. Of the four least important compe- tencies, the only one to receive a Moderate-Low Importance rating was the competency regarding planning and implementing research projects. The remaining three competencies were given Moderate Importance ratings. As can be seen in Table 6, the majority of the competencies within the eight competency areas were rated as having Most to High Importance for teachers of autistic students. The ranking of 82 CO OO 00 oo oo.o— CO 00 oo om.mm om.mm oo.om Ammo mp.mp N mp.m— N No.0P N om.NF oo.om oo.om mm.mm oo.om om.om c em.mm N mm.w _ oo.om om.N_ oo.op oo.oo oo.om m¢.m¢ m m_.m_ m oo.mm m 239 x x & x & & Amuzv muwumwcmgum usage pmcomcwm Awuzv co_umscomcH uczocmxumm Ao_uzv cowumcumwcwsu< Am—uzv corpuscumcH mc_u:msmpaEH Ao_uzv cowuuzgumcH w Ens -zuwcczo m:_qopm>mo A__uzv ma_;m=o_ua_am _m:omcmacmp:H Ap_uzv :o_pm:~m>u ucm ucmammmmm< A~_uzv “cosmmocmz cow>mzmm Aoom.~-mma.mv 3°41mpmgmuoz Aooo.m-mae.mv mumcmuoz Aoom.m-mmm.mv mumcwu021cmwx Aooo.e-mms.ev ;m_: Room.¢-mmm.sv pmoz mmcwpmm mocmpcoasH mmmc< aucmumanu .mmocm aucmpmasou “gave on“ Loc ~m>mp mucmpcoasp sumo um mmwucmpquou to mmmpcmucma11.m mpnmh 83 competency areas according to the percentage of competencies within each area receiving a rating of Most or High Importance was as fol- lows: 6.5. 6.5. 8. Implementing Instruction (93.33%), DéVeloping Curriculum and Instruction (90.0%), Behavior Management (83.33%), Assessment and Evaluation (81.82%), Interpersonal Relationships (81.81%), Background Information (62.50%), Personal Characteristics (62.50%), Administration (40.0%). However, the ranking of the competency areas based on mean Importance Ratings was: 1. 2. 3. 7. 8. Behavior Management (Y'= 4.5694), Implementing Instruction (Y'= 4.5206), Developing Curriculum and Instruction (Y'= 4.3857), Personal Characteristics (7’= 4.3065), Assessment and Evaluation (7'= 4.3052), Interpersonal Relationships (Y'= 4.2792), Background Information (7’= 4.0625), Administration ('x' = 3.7333). While the over-all rankings were similar for the two sets of data presented above, some variations were apparent. For example, a higher percentage of competencies were given ratings of Most or High Importance in the areas of Implementing Instruction and Developing Curriculum and Instruction than in the area of Behavior Management, 84 although Behavior Management was determined to be the most important competency area. The same situation occurred with the areas of Per- sonal Characteristics, Interpersonal Relationships, and Assessment and Evaluation. In this instance, Personal Characteristics was rated as being the most important of the three competency areas even though it contained the lowest percentage of competencies receiving ratings of Most or High Importance. The Importance Ratings were very close for the competency areas in both situations, however. Research Question 2: What is the relationship between the Importance Rating teachers of autistic students give to each competency area and the number of years the teachers have been teaching in the area of special education? The data for this question were examined in two ways. First, the data were studied in terms of the number of years of experience the teachers had in teaching autistic students; and second, in terms of the total number of years of experience the teachers had in work- ing with special education youngsters (including the autistic). In both instances, an analysis of variance was used to determine if differences existed in the Importance Ratings given each competency area by teachers with varying years of experience. NO significant differences were found for either situation. The data then were regrouped for both the amount of teaching experience with autistic pupils and the total amount of teaching experience with special education students. The new groupings for experience in teaching autistic youngsters were: 85 a. teachers who had one year of teaching experience with autistic students were compared with teachers who had two or more years of experience, and b. teachers who had one and two years of experience were compared with teachers who had three or more years of experience. Since most of the respondents had limited experience in working with the autistic, additional groupings would not have provided meaning- ful information and, therefore, were not investigated. However, for total special education teaching experience, the following group com- parisons were possible: a. teachers who had one year of experience in special edu- cation were compared with teachers who had two or more years of experience, b. teachers who had one and two years of experience in special education were compared with teachers who had three or more years of experience, c. teachers who had one to three years of experience in special education were compared with teachers who had four or more years of experience, and d. teachers who had one to four years of experience in Special education were compared with teachers who had five or more years of experience. Again, only minimal differences were found between any of the groups. In fact, most of the mean differences were less than one- tenth of a point and the largest was only .3135. However, nearly all 86 of the less experienced groups gave Slightly higher Importance Ratings to the competency areas than did the more experienced teachers. Ranking the competency areas for each of the above groups by using mean Importance Ratings also indicated that little varia- tion existed from one group to another. All of the groups rated Behavior Management and Implementing Instruction as the two most important competency areas, DevelOping Curriculum and Instruction was rated as third or fourth in importance by all of the groups, and Back- ground Information and Administration were consistently rated as being the least important. Research Question 3: What is the relationship between the Importance Rating teachers of autistic students give to each competency area and the age-range of the students with whom the teachers work? To answer this question, the reported age-ranges of students were divided into the six categories described earlier in this chap- ter (pp. 68-69): Pre-Primary (0-6 years), Early Elementary (5-9 years), Late Elementary (8-12 years), Middle School/Jr. High (ll-l6 years), Secondary (15-25 years), Across Two or More Age Categories. Teachers were then grouped according to the age-range of the autis- tic students in their classroom. Finally, an analysis of variance was conducted to determine if there were differences in the Importance 87 Ratings assigned to the eight competency areas by teachers working with different age groups of students. No significant differences were found. A visual comparison of the mean Importance Ratings for the Six age groups also revealed only minor variations. For example, teachers working with Late Elementary level students tended to rate the competencies Slightly higher than teachers in the other groups, while teachers in the Across Age Categories group tended to rate the competencies slightly lower than the other groups. The mean differ- ences for all of the groups of teachers were small, however. Next, the data were examined using the following procedure. First, competency areas were ranked by mean Importance Ratings for each age-range category, and then a comparison was made of the ranked order of importance of the competency areas across the various age groups. Again, few differences between the age categories were observed. Even after combining the Pre-Primary, Early Elementary, and Late Elementary groups and comparing them with the combined Middle School/Jr. High and Secondary groups, the same results were attained. Teachers of all age-ranges of students indicated that Behavior Management and Implementing Instruction were very important competency areas and that Background Information and Administration were the least important areas. Developing Curriculum and Instruc- tion was consistently ranked as being of third or fourth importance, while the importance rankings of Interpersonal Relationships, Per- sonal Characteristics, and Assessment and Evaluation varied slightly from one group to another. 88 Research Question 4: What is the relationship between the Importance Rating teachers of autistic students give to each competency area and the functioning level of the stu- dents with whom the teachers work? To analyze the data for this question, teachers were divided into three groups: a. teachers who worked with Low-Medium functioning autis- tic Students; b. teachers who worked with Medium-High functioning autis- tic students; c. teachers who worked with all functioning levels (Low, Medium, and High) of autistic students. An analysis of variance was used to determine if teachers in the three groups assigned different Importance Ratings to the eight com- petency areas. No significant differences were indicated. Likewise, an examination of the mean Importance Ratings given to the competency areas by teachers in the three groups revealed minimal differences (.0854 to .1726) in the Ratings. However, of the three groups of teachers, those with all three functioning levels of students in their classroom consistently gave the highest Importance Ratings to the competency areas. In addition, a comparison of the order in which the compe- tency areas were ranked by mean Importance Ratings for each of the three sets of teachers also showed few differences between the groups. Teachers in all three situations rated the competency areas of Back- ground Information and Administration to be of least importance and the areas of Behavior Management, Implementing Instruction, and 89 Developing Curriculum and Instruction to be respectively of first, second, and third importance. Research Question 5: What are the perceptions of teachers of autistic students concerning the value of the various preparation settings (college course work, practicum and/ or student teaching, in-service training, and on-the-job experience) in developing competence in the selected com- petency areas? After ranking the mean rating scores of the preparation set- tings for the eight competency areas (Table 7), the following infor- mation emerged: a. Teachers perceived college course work to be the most effective setting for develOping competence in Assessment and Evalua- tion, Developing Curriculum and Instruction, and Background Informa- tion. It also was perceived to be the least effective setting for developing skill in Behavior Management, Interpersonal Relationships, Implementing Instruction, and Personal Characteristics. b. Teachers rated practicum and/or student teaching as the most effective setting for developing skill in Behavior Management and Implementing Instruction. This setting was not perceived as being the least effective for developing teaching competence in any of the competency areas. c. Teachers indicated that in-service training was the most effective setting for developing Administrative skills. It was not rated as being the least effective setting for developing competence in any of the competency areas, although it was felt to be next to the least effective setting for acquiring skill in Six of the compe- tency areas. 90 Table 7.--Preparation settings. Preparation Settings Competency Areas (1 = most effective; Mean SD 4 = least effective) Behavior Management 1. Practicum and/or Student Teaching 1.738 .767 2. On-the-Job Experience 2.333 1.028 3. In-Service Training 2.833 .986 4. College Course Work 3.095 1.185 Assessment and 1. College Course Work 1.976 1.214 Evaluation 2. Practicum and/or Student Teaching 2.439 .867 3. In-Service Training 2.707 1.167 4. On-the-Job Experience 2.878 1.029 Interpersonal l. On-the-Job Experience 1.738 1.014 Relationships 2. Practicum and/or Student Teaching 2.214 .813 3. In-Service Training 2.571 .914 4. College Course Work 3.476 .969 Developing Curriculum 1. College Course Work 1.976 1.235 and Instruction 2. Practicum and/or Student Teaching 2.439 .950 3. In-Service Training 2.683 1.083 4. On-the-Job Experience 2.902 1.020 Implementing l. Practicum and/or Instruction Student Teaching 1.786 .925 2. On-the-Job Experience 2.143 1.049 3. In-Service Training 2.762 .906 4. College Course Work 3.310 .975 Administration 1. In-Service Training 2.180 1.018 2. On-the-Job Experience 2.357 1.078 3. College Course Work 2.405 1.289 4. Practicum and/or Student Teaching 3.048 .909 Background 1. College Course Work 1.214 .682 Information 2. In-Service Training 2.286 .742 3. Practicum and/or Student Teaching 3.000 .826 4. On-the-Job Experience 3.500 .634 Personal 1. On-the-Job Experience 2.024 1.199 Characteristics 2. Practicum and/or Student Teaching 2.238 .617 3. In-Service Training 2.619 .962 4. College Course Work 3.119 1.292 91 d. Teachers perceived on-the-job experience to be the most effective setting for developing competence in Interpersonal Rela- tionships and Personal Characteristics. It also was rated as the least effective setting for acquiring skill in Assessment and Evalua- tion, Developing Curriculum and Instruction, Administration, and Background Information. Research Question 6: In which specific competencies do teachers of autistic students perceive themselves to be in need of further training; that is, what are their pro- fessional develOpment needs? The professional development needs of teachers of autistic students were determined by ranking the 85 competency statements by their mean Professional Development Need Ratings (Table 8). In addi- tion to ranking the competencies by mean scores, they also were grouped into the following categories: 3.999-3.500 High Professional Development Need 3.499-3.000 Moderate-High Professional DevelOpment Need 2.999-2.500 Moderate-Low Professional Development Need 2.499-l.500 Low Professional Development Need . 1.499-1.000 No Professional Development Need A ranking of the competency statements according to their mean Professional Development Need Ratings within each competency area is located in Appendix F. Also, frequency distributions for the 85competenciesare presented in Appendix G. Teachers perceived their professional development needs to be High or Moderate-High for 29 (34.12%) of the 85 competencies, Moderate- Low for another 44 (51.76%) competencies, and Low for the remaining 12 92 (14.12%) competency statements. Of the 29 competencies that received a High or Moderate-High Professional Development Need Rating, 17 were considered to have Most Importance and 10 to have High Importance for 1 teachers of autistic students. Respondents identified the following competencies as having the highest priority for additional professional training: . Ability to prepare a comprehensive and developmentally sequenced curriculum for autistic students. . Ability to assess students' pre-vocational and vocational skills. . Ability to assess students' skills in the areas of lan- guage, perception, motor, and social-emotional (affective) development. . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to determine students' readiness for specific learning activities. . Ability to teach pre-vocational and vocational skills. The first competency statement listed above was ranked as the top professional development need; it reflected the teachers' concerns about the lack of a comprehensive, well-designed curriculum for autis- tic students. Three other competencies pertained to the desire teach- ers had to increase their skill in assessing and evaluating the pupils in their classrooms. The two remaining competencies referred to the teachers' perceived need to further develop their proficiency in managing the severe behaviors of autistic youngsters and in teaching pre-vocational and vocational Skills to their students. All of the competencies had received Importance Ratings of Most or High Impor- tance. Table 8.--Ranking of perceived professional development needs. 93 Mean SD High Professional Development Need (3.999-3.500) a15. Ability to prepare a comprehensive and develop- mentally sequenced curriculum for autistic students. Moderate-High Professional Development Need (3:499-3.000) b a 34. 19. 85. 48. 58. 61. Ability to assess students' pre-vocational and vocational skills. Ability to assess students' skills in the areas of language, perception, motor, and social-emotional (affective) development. . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to detennine students' readiness for specific learning activities. . Ability to teach pre-vocational and voca- tional skills. . Ability to teach language and communication Skills including non-verbal forms of commu- nication such as Sign language, symbol boards, and picture boards. . Understanding of the basic concepts of per- ception and sensory functions and cognition. . Knowledge of normal child development and the difference between normal and abnormal development at the various developmental . levels. Ability to evaluate one's own teaching and classroom management skills and to construc- tively use the resulting information. Ability to teach and assist pupils in develop- ing self-control. Ability to develop a comprehensive educational program for autistic students. Ability to teach motor, perceptual, and social-emotional (affective) skills. Mean 3.500 3.405 3.381 3.381 3.357 3.357 3.333 3.310 3.262 3.262 3.238 3.238 3.238 SD .707 .828 .764 .854 .656 .791 .928 .604 .798 .767 .790 .759 .790 94 Table 8.--Continued. Mean SD Moderate-High Professional Development Need (3.499-3.000) b37. b a a a 41. 53. 56. 84. 57. Ability to use play as a teaching medium and toys as educational tools for cognitive, social, and language activities. Ability to identify symptoms which relate to vision, hearing, and/or health problems (including seizures). Knowledge of normal language development and an understanding of delayed and disordered language. Ability to use a variety of methods for motivating students. Ability to plan and use a variety of crisis management procedures such as time-out, therapeutic holding, etc. to contain/control severe behavior. Ability to develop new instructional mate- rials and/or modify existing commercial materials for use with autistic students. . Ability to develop and implement fair, reasonable, firm, and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. . Ability to use a variety of management/ control techniques such as voice modulation, facial expressions, planned ignoring, prox- imity control, tension release, relaxation activities, etc. . Ability to task analyze (break into small sequential steps) and sequence learning tasks. . Ability to work with and assist parents in setting goals (Short and long term), choos- ing intervention techniques, and learning to manage and cope with their autistic child. . Ability to plan learning activities and select materials that are appropriate for a student's developmental level and which allows for any learning problems the stu- dent may have. 3.214 3.214 3.214 3.190 3.190 3.167 3.143 3.119 3.119 3.119 3.119 .842 .750 .813 .862 .943 .881 .899 .916 .041 .803 .772 b 95 Table 8.--Continued. Mean SD Moderate-High Professional Development Need (3.499-3.000) 72. 17. 18. 54. 60. Knowledge of other handicapping conditions such as mental retardation, learning dis- abilities, aphasia, childhood schiZOphrenia, etc. Ability to select, use, and interpret com- mercially prepared tests which are approp- riate for use with non-verbal and language impaired students. Ability to assist parents and autistic per- sons in obtaining the services of community agencies and organizations. Knowledge of the current research and literature regarding autism. Ability to use developmental scales to deter- mine the functioning level of autistic stu- dents in the various developmental areas, i.e., motor skills, social skills, play, language, etc. Moderate-Low Professional Develgpment Need (2.999-2.500) 23. 26. 27. 42. 45. Ability to develop and implement a syste- matic behavior management plan for individual autistic students complete with timelines and a specified order in which intervention tech- niques will be used. Ability to plan and implement research pro- jects concerning autism. Ability to select target behaviors to be changed and to identify the critical vari- ables affecting the target behaviors such as consequent and antecedent events. Ability to teach self-help and daily living skills. Ability to conduct group lessons and activi- ties so every student can participate suc- cessfully. 3.119 3.000 3.000 3.000 3.000 2.976 2.976 2.976 2.952 2.952 .772 .883 .963 .765 .883 1.047 .897 .950 .962 1.011 96 Table 8.--Continued. Mean SD Moderate-Low Professional Development Need (2.999-2.500) 2. 21. 29. 47. 50. 83. 10. 69. 73. 75. 76. Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relationship). Ability to use classroom structure as a major technique for controlling behavior. (Classroom structure may include: consis- tent rules, daily routine, physical arrange- ment of the classroom, reduction of extrane- ous stimuli, removal of seductive and dangerous materials, etc.) Ability to plan success experiences for autistic students. Ability to evaluate and document the effec- tiveness of the program and intervention techniques used with individual autistic students. Knowledge of and ability to apply behavior modification techniques which promote and motivate appropriate behavior in autistic students. Knowledge of state and federal legislation concerning educational services for autis- tic students. Ability to analyze the modality (visual, auditory, etc.) and response requirements of a given task. Ability to separate behavior into small com- ponents (task analyze) and shape desired responses. Ability to teach pre-academic/readiness skills. Understanding of the causes and dynamics of student behaviors. Ability to make directions and learning tasks clear to students. 2.929 2.905 2.905 2.905 2.905 2.905 2.881 2.881 2.881 2.881 2.881 .068 .100 .932 .958 .850 .878 .889 .916 .889 .705 .993 97 Table 8.--Continued. Mean SD Moderate-Low Professional Develgpment Need (2.999-2.500) 25. 28. 43. 59. 78. 80. 14. 31. 33. 66. 71. Ability to plan a purposeful, organized, and consistent schedule of daily activities for autistic pupils. Understanding of family dynamics and the reactions that parents and siblings may experience as the result of the stress of having an autistic child in the family. Ability to assess students' pre-academic/ readiness skills (sorting, matching, iden- tifying colors, recognizing basic shapes, etc. . Ability to use systematic observational techniques for establishing baseline data, for evaluating problem areas, and for docu- menting and assessing the progress of autis- tic students. Knowledge of community agencies and organi- zations that provide services to the autis- tic population. Ability to assess students' basic academic skills. Knowledge of the basic concepts and termi- nology used in other disciplines which serve autistic persons (i.e., medicine, neurology, psychiatry, etc.). Ability to construct and use informal tests of achievement with autistic students. Ability to structure tasks and activities so they end positively and students experi- ence success. Ability to teach and maintain attention and on-task behaviors. . Ability to critically evaluate research that pertains to autistic persons. Ability to structure activities, mate— rials, and the physical environment of the classroom to ensure maximum learning. 2.857 2.857 2.857 2.857 2.857 2.857 2.833 2.833 2.833 2.833 2.810 2.810 1.002 .843 1.002 .814 .718 .783 .853 .853 1.167 .961 .804 1.042 98 Table 8.--Continued. Mean SD Moderate-Low Professional Development Need (2.999-2.500) 39. 35. 20. 44. 63. 68. 82. 65. 70. Ability to coordinate the total educational program (including the services of other disciplines) for each student in the class- room. Ability to prepare autistic pupils for new experiences or for the transition from one activity or situation to another. . Awareness of one's own emotional needs and values and an understanding of how these affect the way in which one relates to and works with autistic students and their families. Ability to plan and conduct presentations and in-service training activities concern- ing autism. Ability to use data from observations, case histories, reports of social workers, psy- chologists, etc. to develop educational goals and individual educational plans for autistic students. . Ability to supervise and coordinate activi- ties/duties of teacher aides who are working in the classroom. Ability to communicate openly, honestly, and tactfully with parents regarding their child's handicap(s), progress, limitations, etc. Ability to teach academic skills. Ability to carry out instruction that is consistent with student educational goals. Ability to handle the challenge and frustra- tion of working with non-verbal and language impaired pupils. Ability to set realistic goals and expecta- tions for one's self in terms of what can and can not be accomplished with autistic students (considering the present state of knowledge in the area of autism). 2.786 2.738 2.690 2.690 2.619 2.595 2.595 2.595 2.595 2.571 2.571 .813 .037 .950 .924 .962 .061 .885 .885 .939 .085 .991 99 Table 8.--Continued. Mean SD Moderate-Low Professional Development Need (2.999-2.500) 6. 24. 64. 74. 77. Low Ability to communicate acceptance to all students by letting them know that their feelings and needs are important and are understood. Ability to establish good public relations with community agencies and organizations. Ability to tolerate and cope with the slow progress and the regressions of autistic students. Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. Ability to informally evaluate educational programs, services, and personnel serving the autistic population. Professional Development Need (2.499-2.000) 67. 30. 79. 40. 22. Ability to function effectively as a member of a multidisciplinary team. Ability to maintain objective attitudes toward autistic students and their families by not becoming overly involved with them or personalizing their problems. Possession of the physical and emotional stamina needed to work with autistic youngsters. Knowledge of the ethical issues involved in the use of behavior modification, especially the use of punishment and aversive consequences. Ability to tolerate differing opinions and constructive criticism without taking offense. 2.548 2.548 2.500 2.500 2.500 2.476 2.452 2.452 2.429 2.405 1.087 .916 1.065 .672 .741 .943 .772 1.087 .991 1.014 100 Table 8.--Continued. Mean SD Low Professional DevelOpment Need (2.499-2.000) 7. 52. 16. 81. 38. 51. 13. Ability to act as an affective model by demonstrating warmth, empathy, and positive regard in relating to others. 2.357 1.055 Ability to COpe with the ambiguity (lack of specific information regarding autism, especially in the area of educational pro- gramming) in the field of autism. 2.333 .754 Understanding of the basic concepts of psychology. 2.310 .924 Ability to work compatibly with parapro- fessionals and other professionals. 2.310 1.000 Ability to write behavioral objectives. 2.286 1.019 Ability to handle administrators' observa- tions and evaluations of one's teaching and classroom management skills. 2.119 .803 Ability to prepare written lesson plans. 2.024 .897 aReceived a Most Importance rating. bReceived a High Importance rating. The five competencies indicated as having the least priority for professional development included: . Understanding of the basic concepts of psychology. . Ability to work compatibly with paraprofessionals and other professionals. . Ability to write behavioral objectives. . Ability to handle administrators' observations and evalua- tions of one's teaching and classroom management skills. . Ability to prepare written lesson plans. 101 Two of the competencies listed here pertained to the basic skills used in developing curriculum and instruction. Another dealt with background information for understanding autistic students and the final two competencies involved establishing appropriate working relationships with paraprofessionals and other professionals. It is important to note that although these five competencies were ranked the lowest in terms of professional develOpment needs, none received a rating low enough to indicate that no additional professional train- ing was needed; however, all five were in the Low Professional Need category. One of the competencies in the lowest priority group, “abil- ity to prepare written lesson plans," also was included in the lowest importance group of competency statements. Two other low priority competencies, "understanding the basic concepts of psychology" and "ability to handle administrators' observations and evaluations," however, had received High-Moderate Importance Ratings. The remaining competencies, "ability to write behavioral objectives" and "ability to work compatibly with paraprofessionals and other professionals," had been given the respective Importance Ratings of High and Most Importance, in contrast to their Low Professional Development Need ranking. _As shown in Table 9, teachersperceived their_professional development needs to be Moderate-High or Moderate-Low for most of the competencies within the eight competency areas. In fact, all of the competency statements for the areas of Assessment and Evaluation, Implementing Instruction, and Administration were given Professional 102 o om.Nm oo.om om.~_ o A Amuzv mu_um_aduua o m e _ o z -Legu .e:OmLma o cm.~_ oo.m~ om.No o A Amuzv casemecoccH o _ N m o z eczocmxumm o o oo.om oo.o~ o a Ac_nzv o o m N o z coupacgmc=_su< o o No.80 mm.mm o A Am_uzv =o_ouacpm=H o o o_ m o z m:_c=dsd_aEH . . . . Aopuzv o oo om oo 03 oo om oo o_ a copcuaasmcfi a E:— o N a m _ z 1:u_cc=o m:_aopm>wo . . . A__uzv o m m _ o z _m:omcmacmucH o o ms.me mm.¢m o a A__uzv :o_sm=_a>m o o m o o 2 use pewsmmmmm< o mm.m oo.om N8.Fe o A A~_uzv unmadmacmz o P o m o z Lo_>mgdm Aces..-mms._v Aoom._-mme.mv Room.~-mmm.mv Awoo.m-mme.mv Aoom.m-mmm.mv oz 3o4 3041mumcmuoz : wznmumcmnoz saw: mcwumm ummz peasao_m>mo chowmmmCocm .mmmcm zucmumasou “cmwm asp cow cam: pcmsqo_m>mu .m:o_mmmmoca ho Fm>mp sumo um mm_ocmumano to ammucmucmmii.m mFEmH 103 DevelOpment Need Ratings of Moderate-High or Moderate-Low, and more than half of the other five competency areas also received those ratings. In addition, all of the competency areas contained state- ments which were assigned Professional DevelOpment Need Ratings of High or Moderate-High. The ranking of the competency areas according to the percentage of competencies within each area receiving a Pro- fessional Development Need Rating of High or Moderate-High was: Background Information (62.50%), Assessment and Evaluation (54.55%), Behavior Management (41.67%), Developing Curriculum and Instruction (40.0%), Implementing Instruction (33.33%), Administration (20.0%), Personal Characteristics (12.50%), Interpersonal Relationships (9.09%). The ranking of competency areas by mean Professional Develop- ment Need Ratings, however, was as follows: 1. acumen-boom Assessment and Evaluation (7'= 3.0390), Behavior Management (Y'= 3.0020), Background Information (Y'= 2.9881), Implementing Instruction (Y'= 2.9603), Developing Curriculum and Instruction (X'= 2.8476), Administration (7'= 2.8000), Personal Characteristics (Y'= 2.6042), Interpersonal Relationships (Y'= 2.5693). 104 A comparison of the above rankings of the competency areas revealed few differences. In both instances, the areas of Adminis- tration, Personal Characteristics, and Interpersonal Relationships received the respective ranked positions of Sixth, seventh, and eighth. Developing Curriculum and Instruction and Implementing Instruction also were ranked either fourth or fifth in each situa- tion. The greatest difference was that Background Information was ranked lower in professional development need than Assessment and Evaluation or Behavior Management even though it contained the largest percentage of competencies receiving a High or Moderate-High Professional Development Need Rating. The mean Professional Develop- ment Need Ratings were similar for all three competency areas, however. Research Question 7: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the type of special education training the teachers have received? To answer this research question, an examination was made of the number and type(s) of Special education endorsement(s) respon- dents had received. However, Since the number of teachers with each of the various kinds of multiple endorsements was small, all respon- dents with multiple endorsements were combined into one group for data analysis. The total group of teachers with multiple endorse- ments was compared then with the group of teachers who had endorse- ment only in the emotionally impaired (EI) area. Results of a t-test indicated that no Significant differences existed in the Pro- fessional Development Need Ratings assigned to the competency areas by teachers in the two groups. 105 A Simple visual comparison of mean Professional DevelOpment Need Ratings for the two groups of teachers also revealed minimal differences, although teachers with only £1 endorsement tended to rate their professional develOpment needs slightly higher than did teachers in the multiple endorsement group. However, a compounding factor that must be considered is that the group of teachers having only £1 endorsement also contained all of the first-year teachers and most of the second-year teachers, while the multiple endorsement group contained primarily experienced teachers. Therefore, experi- ence as well as training could have caused the variance in the Pro- fessional Development Need Ratings. The two groups of teachers were also compared by examining the order in which the competency areas were ranked by mean Profes- sional Development Need Ratings for each group. Both groups gave high priority to Assessment and Evaluation and low priority to Personal Characteristics and Interpersonal Relationships. The order of the other competency areas varied only slightly, with the excep- tion of Background Information and Administration which were ranked higher by the teachers with multiple endorsements. Two additional aspects of the respondents' training were explored when answering this research question. One aspect focused on whether teachers who had received at least some pre-service and/or in-service training for working with autistic students (excluding Judevine training) rated their professional develOpment needs differ- ently than those who had been given no special training. A comparison of mean Professional Development Need Ratings assigned to the 106 competencies by teachers in the two groups disclosed only small differences in the mean ratings; however, teachers who had not received special training consistently rated their professional development needs higher than those who had received training. The order of the competency areas when ranked by mean Professional DevelOpment Need Ratings also was similar for the two groups. Both groups of teachers ranked Personal Characteristics and Interpersonal Relationships low in professional develOpment need and Assessment and Evaluation and Behavior Management high. The primary differences between the groups were that teachers with no Special training ranked Implementing Instruction as a high training need, while teachers with special training ranked Background Information as a high need. The final type of teacher training that was considered was Judevine training. Teachers who had received Judevine training were compared to teachers who had not had the training. The comparison was made to determine if the professional development needs differed for teachers in the two groups. Again, a check of the mean Profes- sional Development Need Ratings revealed only minor differences (.0411 to .2797). Even the mean difference for Behavior Management was only .2312. Teachers without Judevine training, however, did rate their professional development needs higher than those with Judevine train- ing in all of the competency areas except Assessment and Evaluation and Administration. These two competency areas were also ranked as top professional development needs by the teachers with Judevine training, while Behavior Management and Background Information were ranked highest by teachers without the training. As in the previous 107 groups, both sets of teachers identified the competency areas of Personal Characteristics and Interpersonal Relationships as having low professional development priority. Research Question 8: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the number of years the teachers have been teaching in special education? As in Research Question 2, the data for this question were studied in two ways. An analysis was made in terms of the number of years the teachers had taught autistic students and in terms of the total number of years the teachers had taught special education pupils (including the autistic). For both situations, the data were examined by comparing the Professional Development Need Ratings assigned to the competencies by teachers with varying amounts of teaching experience. A t-test was used to identify Significant differences between groups. Variations in professional develOpment needs based on the number of years teachers had taught autistic youngsters were deter- mined by comparing the following groups of teachers: a. teachers who had one year of teaching experience with autistic students were compared with teachers who had two or more years of experience, and b. teachers who had one and two years of experience were compared with teachers who had three or more years of experience. Significant differences were found between the Professional Development Need Ratings assigned to the competency areas by teachers with differing amounts of teaching experience. The Ratings given the 108 competencies by teachers with one year of experience with autistic students and the Ratings given the competencies by teachers with two or more years of experience were significantly different at the .01 level for Six of the competency areas, and at the .05 level for the two remaining areas of Administration and Background Information. In addition, differences in the Professional Development Need Ratings of teachers with three or more years of experience were significant at the .01 level for all eight competency areas (Table 10). Further examination of the differences in mean Professional Development Need Ratings revealed that teachers with less experience in teaching autistic youngsters consistently rated their professional develOpment needs higher (in all competency areas) than did more experienced teachers. This was true for first-year teachers when they were compared with teachers who had two or more years of experi- ence, and for first and second-year teachers when they were compared with teachers who had three or more years of experience. A comparison also was made of the order in which the compe- tency areas were ranked by mean Professional Development Need Ratings for each group of teachers. The results showed that Personal Char- acteristics and Interpersonal Relationships were ranked as the two lowest professional training needs by all of the groups, while Assess- ment and Evaluation was ranked as a high training need by each group. In addition, teachers with one and two years of experience indicated that Behavior Management and Implementing Instruction were high pro- fessional development needs, whereas more experienced teachers ranked Background Information as a high training need. 109 Table lO.--Professional develOpment need ratings compared by years of teaching experience with autistic students. Difference Between Difference Between Mean Ratings Mean Rating; Competency Areas (1 yr. of experience (1 & 2 yrs. of ex- compared with 2 or perience compared more yrs.) with 3 or more yrs.) Behavior Management .7561* .7291* Assessment & Evaluation .5091* .5487* Interpersonal Rela- tionships .5519* .5292* Developing Curriculum and Instruction '6964* '72]4* Implementing Instruction .6993* .7953* Administration .3627** .4035* Background Information .2375** .3598* Personal Characteristics .6363* .5581* Note: Less experienced teachers, in all instances, rated their pro- fessional development needs higher than did more experienced teachers. *Significant at the .01 level. **Significant at the .05 level. Data pertaining to the total number of years the teachers had taught Special education students (including the autistic) were analyzed in the same manner as the data related to the number of years the teachers had taught autistic pupils. However, additional group- ings were possible for the special education data since the teachers had more experience in the general area of special education than they had in the specific area of autism. Therefore, the groups com- pared to determine differences in professional develOpment ratings 110 based on the number of years teachers had taught special education students were: a. teachers who had one year of experience in special edu- cation were compared with teachers who had two or more years of experience, b. teachers who had one and two years of experience in special education were compared with teachers who had three or more years of experience, c. teachers who had one to three years of experience in special education were compared with teachers who had four or more years of experience, and d. teachers who had one to four years of experience in special education were compared with teachers who had five or more years of experience. As shown on Table 11, significant differences were found between the Professional Development Need Ratings for several of the groups of teachers. For example, a comparison of the Ratings for teachers with one year of experience with the Ratings of teachers who had two or more years of experience revealed differences in Profes- sional Development Need Ratings that were significant at the .01 level for five competency areas and at the .05 level for an addi- tional competency area. Similar results were attained when the Ratings of teachers who had one and two years of experience were compared with the Ratings of teachers who had three or more years of experience. Somewhat different findings were reached, however, when the Ratings of teachers who had one, two, and three year511fexperience lll ._m>m~ me. as» “a 8=a8_c_=m_mti ._d>d_ _o. as» pa pceu_cw=m_m. .mcmzummu umucm_cogxm egos uwu can» cmgmw; meow: acmsao_m>mo _m=o_mmmcoca cpmzu noun; .mmucopm:_ __m cw .mcmgumma umu=m_cmnxm mmmg "muoz «exam. .mmme. «~m_m. .mmwo. mowum_cdpdaamsu Pacomcma ..Noom. akmem. .Pmmm. «mm_. coaumeLoccu cczocmxuam ..NNOM. ..o_om. FFAN. oamm. =o_uaacm_=_5u< momm. ..Aemm. «meam. «memo. cowpuscgmeH m=Pu=SEm_asH cop 0:.» m: cm mmmm. ..mmms. .omom. .m_~m. e=_=u_calw mcwaofldmdo . . . . mawzm mmmm ..mmme emom 44mmmm -eowpa_da .acomamdcdpcm .mmp. 44mo_m. «se_mm. .~_~e. coupa=_e>m a pedEmmmmm< emmm. «._eom. «.meoe. semen. pededmmcaz Low>a=mm .mcmma egos .mcmmz wcoe .mccm» mcos .mcom» co m saw: cocoa co 8 guvz cwcma co m saw: cocoa wcoe co N ;p_3 isoo mucmwcmaxm -eou mu:m_cmaxm -Eou mucmpcmaxm coccaeou mucmw mo mama» ¢-_ Co memo» m-_ to memo» Nip nemaxw to com» _ mmmc< xucmumasou "mmcwpmm cam: :mwzpmm mo:mcmca_o .mpcmuzpm cowumuauo meumam ;p_3 mocmwcmaxo m:_cummu to meow» an cmcmaeou mmcwamc com: acmsao_m>mn pmco_mmmeocmii.~_ m—nmh 112 were compared with the Ratings of teachers who had four or more years of experience. For these teachers, Ratings were significantly dif- ferent for all eight competency areas, although most of the differ- ences were significant at the .05 level rather than the .01 level as had been the case with previous groups. Finally, a comparison of the Ratings of teachers who had one to four years of experience with the Ratings of teachers with five or more years of experience disclosed Significant differences in only three competency areas. The differ- ences in ratings for the areas of Administration and Background Information were significant at the .05 level, and the Rating differ- ences for Personal Characteristics were significant at the .01 level. It is interesting to note that the t-test results for teachers' Ratings compared in the last group (teachers with one to four years of experience and teachers with five or more years of experience) were almost the complete opposite of the t-test results for teachers' Ratings in the first group (teachers with one year of experience and teachers with two or more years of experience). AS can be seen in Table 11, Administration and Background Information were the two competency areas in which Ratings did not differ sig- nificantly for the first group, whereas they were two of the areas in which Ratings did differ significantly for the last group. The Ratings for Personal Characteristics, of course, differed signifi- cantly for all of the groups of teachers. Additional scrutiny of the mean Professional Development Need Ratings supported the findings stated earlier that teachers with less experience consistently rated their professional development 113 needs higher than more experienced teachers. Again, this held true for all eight competency areas. A comparison also was made of the order in which competency areas were ranked by mean Professional Development Need Ratings for each group of teachers. The results indicated that Personal Char- acteristics and Interpersonal Relationships were low training needs for all of the groups. In contrast, Behavior Management and Assess- ment and Evaluation were ranked as high professional development needs by all of the teachers, although less experienced teachers ranked Behavior Management higher than more experienced teachers. Further- more, less experienced teachers ranked Implementing Instruction as a high professional development need, while more experienced teachers ranked Background Information as a high training need. An additional finding regarding the ranked order of the com- petency areas was that very little difference existed in the order in which the competencies were ranked by teachers with one to four years of experience and teachers with five or more years of experi- ence. Greater variations in the ranked order of the competency areas were observed in the other groups. Research Question 9: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the age-range of the students with whom the teachers work? AS in Research Question 3, the data for this question were analyzed by grouping teachers according to the age-range of the autistic students in their classroom. The six age-range categories established for the study were: 114 Pre-Primary (0-6 years), Early Elementary (5-9 years), Late Elementary (8-12 years), Middle School/Jr. High (ll-16 years), Secondary (15-25 years), Across Two or More Age Categories. An analysis of variance was conducted to determine if significant differences existed in the Professional Development Need Ratings assigned to the competencies by teachers working with the different age groups of students. Again, as in Research Question 3, no signifi- cant differences were found. A comparison of the variations in mean Professional Develop- ment Need Ratings for the Six groups disclosed the fact that teachers working with Secondary students rated their professional develOpment needs higher than teachers in the other groups. This was particu- larly apparent in the area of Behavior Management. Teachers working with Secondary pupils rated their training needs in this area .5454 higher than the next closest group, which was teachers of Middle School/Jr. High level youngsters. Teachers of Secondary students also rated Developing Curriculum and Instruction .3700 and Implement- ing Instruction .3134 higher than teachers of students in other age categories. The comparison of differences in mean Professional Development Need Ratings for the remaining age-range groups revealed minimal dif- ferences, although teachers in the Across Age Categories group tended to rate their professional training needs a little lower than teachers 115 of students in the other age-ranges. Even after combining the responses of teachers of the Pre-Primary, Early Elementary, and Late Elementary age groups with the combined responses of the Middle School/Jr. High and Secondary groups, only very small variations in the mean Professional Development Need Ratings were observed. The greatest mean difference, .2750, was in the area of Behavior Manage- ment with teachers of the older students giving the higher rating. In addition, an examination was made of the order in which the competency areas were ranked by mean Professional Development Need Ratings for each of the groups. The results were that teachers of all age-ranges of youngsters indicated that the competency areas of Interpersonal Relationships and Personal Characteristics were of low professional development priority. A majority of the teachers also identified the areas of Assessment and Evaluation and Behavior Man- agement to be of high priority. These competency areas were closely followed by the areas of Background Information and Implementing Instruction. Research Question 10: What is the relationship between the Professional Development Need Rating teachers of autistic students give to each competency area and the functioning level of the students with whom the teacher works? Again, as in Research Question 4, teachers were divided into the following groups based on the functioning level of the students in their respective classrooms: a. teachers who worked with Low-Medium functioning autistic students; 116 b. teachers who worked with Medium-High functioning autistic students; c. teachers who worked with all functioning levels (Low, Medium, and High) of autistic students. An analysis of variance revealed no significant differences in the Professional Development Need Ratings given the competency areas by teachers in the three groups. A comparison of the mean Professional DevelOpment Need Ratings assigned to the competency areas by the three groups of teachers yielded similar results. Mean Ratings varied only from .0692 in Behavior Management to .2558 in Interpersonal Relationships. How- ever, of the three groups of teachers, those working with the Medium- High functioning category rated their professional development needs highest in all eight competency areas. A perusal of the order in which the competency areas were ranked by mean Professional Development Need Ratings for each group of teachers also revealed more Similarities than differences in the groups. All of the teachers ranked Personal Characteristics and Interpersonal Relationships as low priority areas for professional development and Assessment and Evaluation as a high priority area. In addition, Behavior Management was identified as a high training need by teachers with Low-Medium functioning youngsters and teachers working with all three functioning levels of students, whereas teachers working with Medium-High functioning autistic pupils Speci- fied Background Information as a high professional development need. 117 Implementing Instruction was ranked as the third or fourth profes- sional training need by all three groups of teachers. Research Question 11: What are the perceptions of teachers of autistic students regarding the degree of emphasis each competency area should receive during a teacher training program for teachers of the autistic? In Part IV of the questionnaire, teachers ranked the eight competency areas according to the amount of emphasis each area should be given during an autistic teacher training program. Mean ratings were computed and the competency areas then were ranked in descend- ing order (most emphasis to least emphasis) by the mean ratings they received. The results are presented in Table 12. Table 12.--Emphasis of the competency areas for teacher training programs. Competency Areas Mean SD Behavior Management 2.095 1.445 Developing Curriculum & Instruction 3.119 1.824 Implementing Instruction 3.381 1.248 Assessment & Evaluation 3.476 1.742 Interpersonal Relationships 5.262 1.781 Personal Characteristics 5.881 2.222 Background Information 6.000 1.781 Administration 6.786 1.138 ¢“Summary of Major Findings 1. The competencies perceived to be the most important for teachers of the autistic were: 118 . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to develop and implement fair, reasonable, firm, and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. . Ability to teach and maintain attention and on—task behaviors. . Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetu- ating a dependent relationship). . Ability to task analyze (break into small sequential steps) and sequence learning tasks. . Ability to use a variety of methods for motivating stu- dents. . Knowledge of and ability to apply behavior modification 2. techniques which promote and motivate appropriate behavior in autistic students. In descending order, the least important of the 85 compe- tencies were judged to be: . Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. . Ability to prepare written lesson plans. . Ability to plan and conduct presentations and in-service training activities concerning autism. . Ability to plan and implement research projects concerning 3. autism. The ranking of the competency areas by mean Importance Ratings was: 1. Behavior Management (7'= 4.5694), 2. Implementing Instruction (Y'= 4.5206), 3. Developing Curriculum and Instruction (Y'= 4.3857), 119 Personal Characteristics (7'= 4.3065), Assessment and Evaluation (R'= 4.3052), 0101-1:- Interpersonal Relationships (7'= 4.2792), 7. Background Information (7'= 4.0625), 8. Administration (Y'= 3.7333). 4. Teachers with varying amounts of teaching experience did not assign Significantly different Importance Ratings to the compe- tencies. Less experienced teachers, however, gave slightly higher Importance Ratings to the competencies than did more experienced teachers. All of the teachers rated Behavior Management and Imple- menting Instruction as the two most important competency areas, and Background Information and Administration as the two least important areas. 5. Teachers working with varying age-ranges of autistic students did not give significantly different Importance Ratings to the competencies. However, teachers with Late Elementary level stu- dents gave slightly higher Importance Ratings to the competencies than did teachers of other age groups. All of the teachers rated Behavior Management and Implementing Instruction as being very impor- tant competency areas, and Background Information and Administration as being the least important areas. 6. Teachers working with autistic students at different functioning levels did not assign Significantly different Importance Ratings to the competencies, although teachers working with students of all functioning levels (High, Medium, and Low) rated the compe- tencies slightly higher than teachers working with Low-Medium or 120 Medium-High functioning students. All of the teachers rated Back- ground Information and Administration to be the least important com- petency areas, and the areas of Behavior Management, Implementing Instruction, and Developing Curriculum and Instruction to be respec- tively of first, second, and third importance. 7. Teachers indicated that the value of the various prepara- tion settings for developing skill in the selected competency areas was as follows: a. 8. College course work was the most effective setting for developing competence in Assessment and Evaluation, Developing Curriculum and Instruction, and Background Information; Practicum and/or student teaching was the most effective setting for develOping competence in Behavior Management and Implementing Instruction; In-service training was the most effective setting for developing competence in Administration; On-the-job experience was the most effective setting for developing competence in Interpersonal Relationships and Personal Characteristics. The following competencies were identified as having the highest priority fgr additional professional training: . Ability to prepare a comprehensive and developmentally sequenced curriculum for autistic students. . Ability to assess students' pre-vocational and vocational skills. 121 . Ability to assess students' skills in the areas of language, perception, motor, and social-emotional (affective) develop- ment. . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to determine students' readiness for specific learning activities. . Ability to teach pre-vocational and vocational skills. 9. The competencies indicated as having the lowest priority for professional develOpment were?“ . Understanding the basic concepts of psychology. . Ability to work compatibly with paraprofessionals and other professionals. . Ability to write behavioral objectives. . Ability to handle administrators' observations and evalua- tions of one's teaching and classroom management Skills. . Ability to prepare written lesson plans. 10. The ranking of competency areas by mean Professional Development Need Ratings was as follows: 1. Assessment and Evaluation (Y'= 3.0390), 2. Behavior Management (7'= 3.0020), 3. Background Information (Y'= 2.9881), 4. Implementing Instruction (7'= 2.9603), 5. Developing Curriculum and Instruction (Y'= 2.8476), 6. Administration (Y'= 2.8000), 7. Personal Characteristics (7'= 2.6042), 8. Interpersonal Relationships (Y'= 2.5693). 11. Teachers with special education endorsement only in the emotionally impaired (EI) area did not rate their professional 122 development needs significantly different than teachers with multiple endorsements. Both groups of teachers rated their training needs high in the area of Assessment and Evaluation and low in the areas of Personal Characteristics and Interpersonal Relationships. 12. Teachers who had received no pre-service or in-service training for teaching autistic students rated their professional develOpment needs slightly higher than teachers who had received at '1east some training (other than Judevine training). However, both groups indicated that Assessment and Evaluation and Behavior Manage- ment were high training needs, and that Personal Characteristics and Interpersonal Relationships were low training needs. 13. Teachers who had not received Judevine training tended to rate their professional development needs slightly higher than teachers who had received the training. Additionally, teachers who had not had Judevine training ranked Behavior Management and Back- ground Information as high training needs, whereas teachers who had had Judevine training ranked Assessment and Evaluation and Adminis— tration as high training needs. Both groups of teachers rated Inter- personal Relationships and Personal Characteristics as low profes- sional development needs. 14. Teachers with one and two years of experience with autis- tic students consistently rated their professional develOpment needs significantly higher, in all eight competency areas, than did more experienced teachers. However, teachers in all of the groups ranked Personal Characteristics and Interpersonal Relationships as low train- ing needs, and Assessment and Evaluation as a high training need. In 123 addition, less experienced teachers ranked Behavior Management as a high training need, while more experienced teachers ranked Background Information as a high training need. 15. Teachers with one, two, and three years of experience with special education students (including the autistic) tended to rate their professional development needs significantly higher than did more experienced teachers. However, when teachers with one to four years of experience were compared with teachers who had five or more years of experience, Professional Development Need Ratings were significantly different in only three competency areas: Administra- tion, Background Information, and Personal Characteristics. Teachers in all of the groups rated Personal Characteristics and Interpersonal Relationships as low training needs and Behavior Management and Assessment and Evaluation as high training needs. Less experienced teachers also ranked Implementing Instruction as a high training need, while more experienced teachers ranked Background Information as an important training need. 16. Teachers working with varying age-ranges of autistic students did not assign significantly different Professional Develop- ment Need Ratings to the competencies. However, teachers working with Secondary students rated their training needs higher than teachers working with younger students. All of the teachers ranked Interper— sonal Relationships and Personal Characteristics as low professional training needs and Behavior Management and Assessment and Evaluation as high training needs. 124 17. Teachers working with autistic students at different functioning levels did not give significantly different Professional Development Need Ratings to the competencies, although teachers work- ing with Medium-High functioning students rated their professional development needs higher than did other teachers. However, all of the teachers ranked Personal Characteristics and Interpersonal Rela- tionships as low training needs and Assessment and Evaluation as a high training need. 18. In regard to the amount of emphasis each competency area Should receive during an autistic teacher training program, respon- dents ranked the competency areas in the following order (most empha- sis to least emphasis): 1. Behavior Management, 2. Developing Curriculum and Instruction, 3. Implementing Instruction, 4. Assessment and Evaluation, 5. Interpersonal Relationships, 6. Personal Characteristics, 7. Background Information, 8. Administration. CHAPTER V SUMMARY, IMPLICATIONS, LIMITATIONS, AND RECOMMENDATIONS Summary This study was an exploratory and descriptive investigation of the competencies needed by teachers of students with autistic characteristics. It was based on a survey of teachers in Michigan public school systems who were teaching autistic children and youth. The study was designed to identify a list of competencies perceived to be important for teachers of the autistic and to determine the competencies in which teachers felt they were least proficient and in need of more training. Further, teachers' responses to the impor- tance of the competencies and to their proficiency in each competency were examined to define any differences that exiSted in regard to the following variables: type and amount of prOfessional training, num- ber of years of teaching experience, and age and general functioning level of the students with whom they worked. Additional purposes of the study were to ascertain teachers' perceptions of where within the various preparation settings (college course work, practicum and/or student teaching, in-service training, and on-the-job experience) teaching skill in the competencies could be developed most effectively; and to determine the relative amount 125 126 of emphasis that each competency area should receive during an autis- tic teacher training program. The major objectives for the study were: ‘1. 10. To develop a list of competencies perceived to be impor- tant for teachers of autistic students, To determine the perceptions of teachers of autistic students regarding the importance of each of the selected competencies, To examine the relationship between the Importance Rating teachers of autistic students gave to each competency area and the number of years the teachers had been teach- ing special education students, To examine the relationship between the Importance Rating teachers of autistic students gave each competency area and the age-range of the students with whom the teachers worked, To examine the relationship between the Importance Rating teachers of autistic students gave to each competency area and the general functioning level of the students with whom the teachers worked, To determine the perceptions of teachers of autistic students concerning the rank ordering of the preparation settings in which each of the competency areas could be developed most effectively, To identify competencies in which teachers of autistic students perceived themselves to be in need of further training, To examine the relationship between the Professional Development Need Rating teachers of autistic students gave to each competency area and the type of special edu- cation training the teachers had received, To examine the relationship between the Professional Development Need Rating teachers of autistic students gave to each competency area and the number of years the teachers had been teaching Special education students, To examine the relationship between the Professional DevelOpment Need Rating teachers of autistic students gave to each competency area and the age-range of the stu- dents with whom the teachers worked, 127 11. To examine the relationship between the Professional Development Need Rating teachers of autistic students gave to each competency area and the functioning level of the students with whom the teachers worked, 12. To determine the perceptions of teachers of autistic students regarding the degree of emphasis each of the major competency areas should receive during a teacher training program for teachers of autistic students. Data for the study were gathered by means of a mailed ques- tionnaire which was developed specifically for this research project. A total of 60 questionnaires were sent to public school teachers throughout Michigan who were teaching autistic students. The find- ings reported for this study are based on the responses of 42 (70.0%) of these teachers. qunalySis of the collected data revealed the following infor- mation about the responding teachers: 1. Thirty-two (76.19%) held only BA/BS degrees and the remaining ten (23.18%) had MA degrees. 2. A majority (69.29%) had special education endorsement only in the emotionally impaired area. 3. Twenty-one (50.0%) had received at least some pre- service or in-service training for working with autistic students, 11 (26.19%) had had Judevine training, and 15 (35.71%) had been given no specific training to prepare them to teach autistic pupils. 4. Most (82.92%) had five or less years of experience in teaching exceptional students (including the autistic), 20 (47.62%) were completing their first year of teaching the autistic, and none of the teachers had taught autistic students for more than five years. 128 5. Twenty-eight (66.67%) were teaching in classrooms in which all of the students had been diagnosed as autistic. 6. Twenty-six (61.9%) were teaching autistic students at the Elementary or Middle School/Jr. High level, five (11.91%) were working with Pre-Primary children, five (11.91%) were teaching Secondary students, and six (14.29%) were working with autistic pupils whose ages spanned two or more of the age levels used in the study. 7. Nineteen (45.24%) were teaching Low, Medium, and High functioning autistic students; 10 (23.81%) were working with Low- Medium functioning pupils; and 13 (30.95%) were teaching Medium-High functioning youngsters. Analysis of the data relating to the research questions yielded the following conclusions: 1. Teachers perceived 81 (95.29%) of the 85 competencies to be of Most, High, or High-Moderate Importance for teachers of autistic students; 3 (3.53%) were found to have Moderate Importance; and only 1 (1.18%) to have Moderate-Low Importance. None of the competencies were rated as being unimportant for teachers of the autistic. 2. The specific competencies perceived to be most important for teachers of the autistic were: . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to develop and implement fair, reasonable, firm, and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. . Ability to teach and maintain attention and on-task behaviors. 129 . Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relationship). . Ability to task analyze (break into small sequential steps) and sequence learning tasks. . Ability to use a variety of methods for motivating stu- dents. . Knowledge of and ability to apply behavior modification 3. techniques which promote and motivate appropriate behavior in autistic students. The specific competencies determined to be least impor- tant for teachers of the autistic were: . Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. . Ability to prepare written lesson plans. . Ability to plan and conduct presentations and in-service training activities concerning autism. . Ability to plan and implement research projects concerning 4. autism. Ranking of the competency areas according to importance for teachers of autistic students was (most to least important): 5. Behavior Management, Implementing Instruction, Developing Curriculum and Instruction, Personal Characteristics, Assessment and Evaluation, Interpersonal Relationships, Background Information, Administration. CDNOWU‘l-wa-H Teachers with varying amounts of teaching experience did not give significantly different Importance Ratings to the competen- cies, nor did teachers working with different age-ranges or with different functioning levels of autistic students assign significantly 130 different Importance Ratings to the competencies. In all instances, teachers rated Behavior Management and Implementing Instruction as the two most important competency areas, and Background Information and Administration as the two least important areas. 6. The value of the various preparation settings for develop- ing skill in the competency areas was found to be: a. College course work was the most effective setting for developing competence in Assessment and Evalua- tion, Developing Curriculum and Instruction, and Background Information; b. Practicum and/or student teaching was the most effec- tive setting for developing competence in Behavior Management and Implementing Instruction; c. In-service training was the most effective setting for developing competence in Administration; d. On-the-job experience was the most effective setting for developing competence in Interpersonal Relation- ships and Personal Characteristics. 7. Teachers perceived their professional development needs to be High or Moderate-High for 29 (34.12%) of the 85 competencies, Moderate-Low for 44 (51.76%) of the competencies, and Low for the remaining 12 (14.12%) competency statements. None of the competen— cies received 21 rating low enough to indicate that no additional pro- fessional training was needed. 8. The specific competencies perceived to have the highest priority for professional development were: . Ability to prepare a comprehensive and develOpmentally sequenced curriculum for autistic students. . Ability to assess students' pre-vocational and vocational Skills. 131 . Ability to assess students' skills in the areas of lan- guage, perception, motor and social-emotional (affective) develOpment. . Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. . Ability to determine students' readiness for Specific learning activities. . Ability to teach pre-vocational and vocational skills. 9. The Specific competencies indicated as having the lowest priority for professional development were: . Understanding the basic concepts of psychology. . Ability to work compatibly with paraprofessionals and other professionals. . Ability to write behavioral objectives. . Ability to handle administrators' observations and evalua- tions of one's teaching and classroom management skills. . Ability to prepare written lesson plans. 10. Ranking of the competency areas according to the teachers' perceived professional development needs were (highest to lowest pri- ority): Assessment and Evaluation, Behavior Management, Background Information, Implementing Instruction, Developing Curriculum and Instruction, Administration, Personal Characteristics, Interpersonal Characteristics. mNOSU'l-DQJN—i e e o O O o o e 11. No significant differences were found when teachers' Professional Development Need Ratings were compared on the basis of the type of special education endorsement the teachers held, the type and amount of specific training the teachers had (including Judevine 132 training) to prepare them to work with autistic students, the age- range of the students in the teachers' classrooms, or the function- ing level of the autistic students in the teachers' classes. Teachers in all of these groups ranked Personal Characteristics and Interper- sonal Relationships as low professional training needs and Assessment and Evaluation and/or Behavior Management as high training needs. 12. Significant differences were found between teachers' Pro- fessional DevelOpment Need Ratings in the following instances: '5) Teachers with one and two years of experience with autistic students consistently rated their professional develOp- ment needs higher, in all eight competency areas, than did more experienced teachers. b. Teachers with one, two, and three years of experience with special education students (including the autistic) tended to rate their professional development needs significantly higher than did more experienced teachers. However, when teachers with one to four years of experience were compared with teachers who had five or more years of experience, Professional Development Need Ratings were Significantly different in only three compe- tency areas. Teachers in all of the groups described above ranked Personal Char- acteristics and Interpersonal Relationships as their lowest profes- sional development needs and Assessment and Evaluation as a high training need. In addition, teachers with less experience in teaching autistic students ranked Behavior Management as an important training need and teachers with less experience in special education ranked 133 Implementing Instruction as a high training need. Experienced teachers in both situations ranked Background Information as a high training priority. 13. The competency areas were ranked in the following order in regard to the relative amount of emphasis each Should receive dur- ing an autistic teacher training program (most to least emphasis): 1. Behavior Management, 2. Developing Curriculum and Instruction, 3. Implementing Instruction, 4. Assessment and Evaluation, 5. Interpersonal Relationships, 6. Personal Characteristics, 7. Background Information, 8. Administration. Implications Teacher Training Programs 1. The list of competencies and related data obtained through the present study supplies empirically based guidelines for develop- ing teacher training programs that are designed to prepare teachers to work with autistic students. Such guidelines have not been avail- able, and they are needed to give support and direction in the estab- lishment of new programs and in the continued refinement of existing programs. In addition to furnishing the start of an empirical data base for the content of autistic teacher training programs, the information derived from this study has the following specific impli- cations for developing the programs: a. The 85 teacher competencies identified as being important and ranked according to their mean Importance Ratings provide clarification and direction for developing the curricular 134 content of autistic teacher training programs. Since all 85 competencies were judged as having some importance for teachers of autistic students, ideally all 85 competencies should be included in the curricula of the training programs; however, as a minimum, the teacher preparation programs should include training in the 65 competencies found to be of Most Importance or High Importance for teachers of the autistic. b. The study results suggest the relative amount of emphasis that should be placed on competency areas during the course of autistic teacher training programs. Specifically, the study data indicate that the training programs should be designed so primary emphasis is placed on training in Behavior Management skills, and so major emphasis is given to promoting teacher com- petence in Developing Curriculum and Instruction, Implementing Instruction, and Assessment and Evaluation. The significance of this information for designing autistic teacher preparation pro- grams and for determining the training priorities of the programs is obvious; therefore, the information Should be considered when the training programs are being planned. c. The study findings indicate the preparation setting in which teaching skill in each competency area can be developed most effectively. For instance, the study results suggest that college course work is the most effective setting for developing teaching competence in Assessment and Evaluation, DevelOping Cur- riculum and Instruction, and Background Information; while other settings such as practicum and/or student teaching, in-service 135 training, and on-the-job experience are more effective for developing skills in other competency areas. The information contained in this data is important for establishing efficient, high-quality teacher training programs and should be considered when autistic teacher preparation programs are being designed and developed. 2. The information gathered in this study provides basic data needed to begin.evaluatinggprograms thattrain teachers to work with autistic students. For example, the list of teacher competen- cies can be used to evaluate thescqnte t oprreparation programs, while other data can be used to evalutate the training priorities and the use of preparation settings in the training programs. Evaluation is certainly an important component of teacher training programs. It is needed to acquire federal funding and, most importantly, it is needed to ensure that programs are producing highly qualified teachers. 3. The results of the study furnish guidelines for the con- tent of in-service training programs, workshops, and institutes which are designed to increase the competence of teachers of the autistic. The Professional Development Needs identified in this study provide specific-in-service training needs that should be addressed in the programs. Also, the data from the study can serve as support and documentation when applying for grants to finance the training activities. School Programs and Personnel 1. The list of teacher competencies identified in this study provides guidelines for school personnel when recruiting, hiring, and 136 assigning teachers to work with autistic students. The competency list can assist administrators and their staff members in determin- ing which teachers have the necessary skills and are most qualified to teach autistic students. 2. The results of this study can assist school personnel in planning in-service training for teachers of autistic students. The Professional Development Needs identified in the study and ranked according to teachers' ratings of their perceived needs for addi- tional training supply guidelines and documentation for the content of in-service training programs. Also, the list of competencies could be used easily by school personnel to assess the specific train- ing needs of their own staff members. 3. The list of competencies identified in this study as being important for teachers of autistic students furnishes an evaluation device or checklist of skills that teachers of autistic students should have. The list can be used by administrators and/or evalua- tion committees to assess teachers' competencies, or teachers can use the list as a self-inventory to help them identify their own strengths and weaknesses. Michigan Department of Education (MDE) l. The data reported in this study provide information rele- vant to the pre-service and in-service training needs of teachers of autistic students in Michigan and, consequently, Should be of prime interest to MDE personnel. The results of the study clearly define the content of and the need for both types of training programs in 137 Michigan. Therefore, MDE staff members should take the information supplied in this study into consideration when making decisions about the allocation of professional development monies, and when determining the kinds of training that are needed to increase the proficiency of teachers of autistic students. 2. The findings of the study supply information which can be used by MDE personnel to establish criteria for giving approval and support to autistic teacher training programs. The selective approval of programs by MOE is needed to assure that quality training pro- grams are developed and maintained, and to assist good programs in obtaining grants and operating funds. 3. The competencies identified in this study and the data obtained regarding the importance of the individual competency state- ments have significant value for MDE in terms of developing teacher approval requirements. Currently, there is no special endorsement for teachers of the autistic beyond approval in the area of emotional impairment. However, if a definition of autism (as is currently being proposed) is approved and a separate category is established for the autistically impaired, then teacher approval requirements for this population will need to be Specified. The information contained in the present study has particular importance and relevance for MDE in carrying out this task. First of all, the study was conducted with teachers of the autistic in Michigan; and secondly, the study is one of the few pieces of literature available which pertains to the competencies teachers need to have to work effectively with autis- tic students. Therefore, MDE personnel should certainly take into 138 consideration the information reported in this study when determin- ing the criteria for approval to teach autistic students in Michigan. Limitations l. The number of subjects involved in the study was small. This limited the analysis of the data in some instances, since there were only a few subjects in several of the subgroups (i.e., the num- ber of Pre-Primary teachers, the number of teachers with emotionally impaired and mentally impaired endorsements). 2. The discrepancy in the criteria used to diagnose autism may have influenced the results of the study. There is some varia- tion from one area of the state to another in regard to the type of youngster labelled autistic. However, the definition of autism used in this study is sufficiently broad enough to have, most likely, accurately described the students in all of the responding teachers' classrooms. 3. The information collected in the study represents the perceptions, opinions, and views of teachers only. Administrators, parents, and teacher educators may have legitimate differences in their perceptions and ideas related to the competencies needed by teachers of the autistic. 4. The results of this study are based on the responses of public school teachers in Michigan; therefore, it is not possible to accurately generalize the findings to other populations. However, it is likely that teachers of autistic students in other situations are similar to the subjects of this study; thus, implications can be drawn and applied to other teachers in a theoretical sense. 139 5. The design of the questionnaire did not attempt to assess the amount or quality of the in-service training the teachers had received. Neither did the questionnaire attempt to assess the amount and quality of the Judevine training some of the teachers had received; for example, some of the responding teachers had had Judevine training at the Judevine Center or from certified Judevine trainers, while others had received the training from other professionals with some Judevine experience. Thus, the quality of the training may have varied. In both instances, the data collected may have influenced the results reported for Research Question 7. 6. There were few teachers included in the study with more than three years of experience with autistic pupils. Consequently, it was not possible to analyze the data to determine whether teachers' professional development needs changed as the teachers became more experienced. 7. The.study did not result in a fully validated list of teacher competencies. Only the initial steps of the validation pro- cess were carried out in this study. No attempt was made to complete the validation process by observing teachers to determine if the identified competencies were, in fact, used in teaching autistic students, or if application of the competencies resulted in positive changes h1the behavior and educational growth of autistic students. Recommendations 1. Similar studies are needed to verify the findings of the present study. This is particularly true since the sample 140 pOpulation for the present study was small and since all of the responding teachers were from the same state or geographic area. 2. The competencies identified in this study should be vali- dated through observations of teachers working with autistic students to determine which competencies are, in fact, needed to teach the autistic. (3.; In addition to the observations explained above (num- ber 2), studies should be conducted to determine whether student behavior is positively changed as a result of the application of the - specific teaching competencies. When conducting such studies, the severity of the individual pupil's handicap(s) must be taken into consideration, as well as the unexplained behavioral regressions which are typical of autistic youngsters. 4. IP-EB§.f!§![?’ after teachers have had more experience with autistic students, longitudinal studies Should be conducted to determine whether teachers' professional development needs change with increased experience. 5. Studies should be conducted to determine whether teacher educators, parents, and administrators have similar or different per- ceptions of the competencies that are important for teachers of autistic students. 6. Additional studies are needed to verify the findings of the present study which suggest that teachers with one to three years of experience have different professional development needs than teachers with four or more years of experience. Usually, studies have examined the differences between student teachers or first or 141 second-year teachers and more experienced teachers. However, the results of this study indicate that the critical dividing point is at the end of the third year of teaching. This finding has some important implications for in-service training programs and, there- fore, should be investigated further. BIBLIOGRAPHY 142 BIBLIOGRAPHY Allen, K. E. "Early Intervention." In Hey, Don't Forget About Mel, pp. 46-63. Edited by M. A. Thomas. Reston, Virginia: The Council for Exceptional Children, 1976. Alterman, R. A. "Using Student Diaries to Develop an Evaluative Instrument for Teacher Education Programs." The Journal of Educational Research 58 (April 1965): 369-72. Altman, R., and Meyen, E. L. "Some Observations on Competency Based Instruction." Exceptional Children 40 (January 1974): 260-65. Barger, F. C., and Montgomery, C. L. Public School Programs Serving the Autistic Student in the State of Michigan. Lansing: Michigan Department of Education, 1977. Blackhurst, A. E. "Some Practical Considerations in Implementing Competency-Based Special Education Training Programs." In Design for Competence Based Education in Special Education, pp. 34-45. Edited by J. J. Creamer and J. T. Gilmore. Syracuse, N.Y.: Teacher Education, Division of Special Edu- cation and Rehabilitation, School of Education, Syracuse University, 1974. Bricker, 0. "Educational Synthesizer." In Hey, Don't Forget About “Mei, pp. 84-97. Edited by M. A. Thomas. Reston, Virginia: Council for Exceptional Children, 1976. Briscoe, F. G. "The Professional Concerns of First-Year Secondary Teachers in Selected Michigan Public Schools: A Pilot Study." Ph.D. dissertation, Michigan State University, 1972. Brown, L., and York, R. "Developing Programs for Severely Handicapped Students: Teacher Training and Classroom Instruction." Focus on Exceptional Children 6 (1974): 1-11. Bullock, L. M., and Whelan, R. J. "Competencies Needed by Teachers of the Emotionally Disturbed and Socially Maladjusted: A Comparison." Exceptional Children 47 (March 1971): 485-89. 143 144 Burke, P. J., and Cohen, M. "The Quest for Competence in Serving the Severely/Profoundly Handicapped: A Critical Analysis of Personnel Preparation Programs." In Educational Programmipg» for the Severely and Profoundly Handicapped, pp. 445-65. Edited by E. Sontag. Reston, Virginia: The Council for Exceptional Children, Division on Mental Retardation, 1977. Coker, H. "Identifying and Measuring Teacher Competencies: The Carroll County Project." Journal of Teacher Education 27 (Spring 1976): 54-56. Conant, J. B. The Education of American Teachers. New York: McGraw-Hill Book Company, Inc., 1963. Cruickshank, W. M. The Teacher of Brain-Injured Children. Syracuse, N.Y.: Syracuse University Press, 1966. Donnellan-Walsh, A.; Gossage, L. 0.; LaVigna, G. W.; Schuler, A.; and Trapha en, J. 0. Teaching Makes a Difference (Teacher's Manual?. Santa Barbara, Calif.: Santa Barbara Autism Dis- semination Project, 1976. Dorward, B. "A Comparison of the Competencies for Regular Classroom Teachers and Teachers of Emotionally Disturbed Children.“ Exceptional Children 30 (September 1963): 67-73. Dropkin, S., and Taylor, M. "Perceived Problems of Beginning Teachers and Related Factors." Journal of Teacher Education 14 (1963): 384-90. Feinberg, F. C., and Wood, F. H. "Goals for Teachers of Seriously Emotionally Disturbed Children." Preparing Teachers to Develop and Maintain Therapeutic Educational Environments: Proceedings of a Workshop. Minneapolis, Minn.: University of Minnesota, Department of Psychoeducational Studies, May 1978. Fenichel, C. "Special Education as the Basic Therapeutic Tool in Treatment of Severely Disturbed Children." Journal of Autism and Childhood Schizophrenia 4 (1974). Fuller, F. F. "Concerns of Teachers: A Developmental Conceptuali- zation." American Educational Research Journal 6 (March 1969): 207-26. Gabriel, J. An Analysis of the Emotional Problems of the Teacher in the Classroom. London: Angus and Robertson, Ltd., 1957. Gersh, M., and Nagle, R. "Preparation of Teachers for the Emotionally Disturbed.“ Exceptional Children 35 (April 1969): 633-39. 145 Gilliam, J. E. Written Communication. June 9, 1978. Gilliam, J. E., and Dollar, S. J. "An Examination of Competencies of Teachers of the Seriously Emotionally Disturbed." In Teaching the Autistic Child. Edited by J. E. Gilliam. Austin, Texas: Texas Society for Autistic Citizens, 1977. Haring, N. G. Special Education for the SevereLngandicapped: The State of the Art in 1975. Reston, Virginia: The Council for Exceptional Children, 1975. Hayden, A. H.; McGinnes, G. 0.; and Dmitriev, V. "Early and Contin- uous Intervention Strategies for Severely Handicapped Infants and Very Young Children." In Teaching the Severely Handi- capped, vol. 1, pp. 239-75. Edited by L. J. Brown and N. G. Haring. 1976. Herr, D. E.; Algozzine, R. F.; and Heuchert, C. M. "Competencies of Teachers of the Mildly Handicapped." Journal of Special Education 10 (Spring 1976): 97-106. Hewett, F. M. "A Hierarchy of Competencies for Teachers of Emo- tionally Handicapped Children." Exceptional Children 33 (September 1966): 7-11. Hoeksema, T. B. "The Development of Teaching Competencies: A Study of Teachers of the Mentally Impaired." Ph.D. dissertation, Michigan State University, 1975. Horner, R. D. "A Competency-Based Approach to Preparing Teachers of the Severely and Profoundly Handicapped: Perspective II.“ In Educational Programming_for the Severely_and Profoundiy Handicapped, pp. 430-44. Edited by E. Sontag. Reston, Virginia: The Council for Exceptional Children, Division on Mental Retardation, 1977. Horner, R. 0.; Holvoet, J.; and Rinne, T. Competency Specifications for Teachers of the Severely and Profoundly Handicapped. Topeka, Kansas: Personnel Training Program for Teachers of the Severely Handicapped, The Kansas Neurological Institute, 1976. Jackson, P. W. Life in Classrooms. New York: Holt, Rinehart, and Winston, Inc., 1968. Lord, F. E., and Kirk, S. A. "The Education of Teachers of Special Classes." In The Forty-Ninth Yearbook of the National Society for the Study of Education, Part [1, The Education of Excep- tionalSChildren, pp. 103-16. Edited by N. B. Henry. Chicago: University of Chicago Press, 1950. 146 Mackie, R. P.; Dunn, L. M.; and Cain, L. F. Professional Preparation for Teachers of Exceptional Children: An Overview. USOE Bulletin No. 6. Washington, D.C.: Government Printing Office, 1959. Mackie, R. P.; Kvaraceus, W.; and Williams, H. Teachers of Children Who Are Socially and Emotionally Handicapped. USOE Bulletin No. 11. Washington, D.C.: Government Printing Office, 1957. Mackie, R. P.; Williams, H. M.; and Dunn, L. M. Teachers of Children Who Are Mentally Retarded. USOE Bulletin No. 3. Washington, D.C.: Government Printing Office, 1957. Michigan State Policy of Education. Policy Statement on: Planning, Implementation and Evaluation of Programs for Autistic Stu- dents. Lansing: Michigan Department of Education, January 4, 1977. Michigan State University, Department of Elementary and Special Edu- cation, Severely Emotionally Impaired/Autistic Teacher Train- ing Program. Grant proposal submitted to USOE/BEH. East Lansing: Michigan State University, Department of Elementary and Special Education, 1978. Morse, C. W.; Bruno, F. B.; and Morgan, S. R. Training_TeacherS for the Emotionallpristurbed. Ann Arbor: University of Michi- gan, 1971. Northcott, W. N. "Competencies Needed by Teachers of Hearing- Impaired InfantS--Birth to Three Years of Age--and Their Parents." Ph.D. dissertation, University of Minnesota, 1971. Orelove, F. P. "Administering Education for the Severely Handicapped After P.L. 94-142." Phi Delta Kappan (June 1978). Ornitz, E. M. "Childhood Autism: A Review of the Clinical and Experimental Literature (Medical Progress)." California Medicine 118 (April 1973): 21-47. Ornitz, E. M., and Ritvo, E. R. "The Syndrome of Autism: A Critical Review." American Journal of Psychiatry 133 (June 1976): 609-21. Perske, R., and Smith, J., eds. Beyond the Ordinary--The Preparation of Professionals to Educate Severely and Profoundly Handi- capped Persons--Toward the Development of Standards and Criteria. Seattle, Wash.: The American Association for the Education of the Severely/Profoundly Handicapped, 1977. 147 Rabinow, B. "A Training Program for Teachers of the Emotionally Disturbed and the Socially Maladjusted." Exceptional Children 26 (February 1960): 287-93. Ritvo, E. R., and Freeman, B. J. "National Society for Autistic Children: Definition of the Syndrome of Autism." NSAC News- letter 10 (May 1978): 16-19. Ritvo, E. R., and Freeman, B. J. "A Short Definition of Autism." NSAC Newsletter 9 (September 1977): 6. Robinson, J., and Wood, M. M. Developmental Therapy Verification Form (DTVF). Athens, Georgia: The Rutland Center--Develop- mental Therapy Model, 1977. Rosenshine, B., and Furst, N. "Research on Teacher Performance Criteria." In Research in Teacher Education, pp. 37-72. Edited by B. O. Smith. Englewood Cliffs, N.J.: Prentice- Hall, Inc., 1971. Rutter, M. "Medical Aspects of the Education of Psychotic (Autistic) Children." In Some Approaches to Teaching Autistic Children, pp. 61-74. Edited by P. T. B. Weston. New York: Pergamon Press, 1965. Rutland Center--Developmental Therapy Model. Athens, Georgia: National Technical Assistance Office and the Developmental Therapy Institute, 1978. Sailor, W.; Guess, 0.; and Lavis, L. "Training Teachers for the Education of the Severely Handicapped." Education and Train- ing of the Mentally Retarded 10 (October 1975): 201-203. Schaftenaar, L. Teachers' Perceptions of Their University Training, Lansing: Michigan Department of Education, Special Educa- tion Services Division, 1972. Scheuerman, N. "A Teacher's Perspective." In Hey, Don't Forget About Mel, pp. 74-83. Edited by M. A. Thomas. Reston, Virginia: The Council for Exceptional Children, 1976. Shores, R. E.; Cegelka, P. T.; and Nelson, C. M. "Competency Based Special Education Teacher Training." Exceptional Children (November 1973): 192-97. Sontag, E.; Burke, P. J.; and York, R. "Considerations for Serving the Severely Handicapped in the Public Schools." In Educat- ing the SevereLy and Profoundly Retarded, pp. 17-25. Edited by R. M. Anderson, J. G. Greer, and R. M. Smith. Baltimore: University Park Press, 1976. 148 Sorenson, G., and Halpert, R. "Stress in Student Teaching." California Journal of Educational Research 19 (January 1968): 28-33. Stainback, S.; Stainback, W.; and Maurer, S. "Training Teachers for the Severely and Profoundly Handicapped: A New Frontier." Exceptional Children 42 (January 1976): 203-10. Stewart, J., and Twenter, I. "Concerns and Frustrations of Teachers of Autistic Students." Unpublished research project. East Lansing: Severely Emotionally Impaired/Autistic Teacher Training Program, Department of Elementary and Special Edu- cation, Michigan State University, 1978. Sullivan, R. C. "The Role of the Parent.“ In Hey, Don't Forget About Me!, pp. 36-45. Edited by M. A. Thomas. Reston, V1rtinia: The Council for Exceptional Children, 1976. Wilcox, B. "A Competency-Based Approach to Preparing Teachers of the Severely and Profoundly Handicapped: Perspective I.” In Educational Programming for the Severely and Profoundly Handicapped, pp. 418-29. Edited by E. Sontag. Reston, Virginia: The Council for Exceptional Children, Division on Mental Retardation, 1977. Wolthuis, R. M. "Meeting the Needs of Children With Autistic Char- acteristics." Preparing Teachers to Develgp and Maintain Therapeutic Educational Environments: Proceedings of a Worksho . Minneapolis: University of Minnesota, Department of Psychoeducational Studies, May 1978. Wood, M. M. Written Communication. February 1978. Wood, P. C. "A Study of the Competency Self-Ratings and Related Program Variables of 1974-1975 Graduates in the Field of Emotional Impairment in the State of Michigan." Ph.D. dis- sertation, Michigan State University, 1976. Yauch, W. A. "Helping the New Teacher to Succeed." Educational Forum 20 (November 1955): 37-43. APPENDICES 149 APPENDIX A LETTER AND FORMS SENT TO SPECIAL EDUCATION ADMINISTRATORS 150 APPENDIX A MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATE” EAST LANSING ' MICHIGAN ' ‘24 DEPARTMENT Of ELEMENTAIY AND SPECIAL EDUCATION February 15, 1979 Dear Special Education Administrator: There are some special teachers in your program who can provide information that will assist public school and university personnel in planning pre- service and in-service professional develOpment programs; and, at the same time, help me fulfill the dissertation requirement for a doctoral degree in spegial education. The teachers referred to are those working with autistic stu ents. Within the next few weeks, a research study will be initiated for the purpose of identifying and investigating competencies needed by teachers of autistic youngsters (see enclosed description of the study). Data for the study will be collected by having teachers of autistic students complete and return a questionnaire. In order to distribute the questionnaire, a list of the names and school addresses of teachers currently teaching autistic students is needed. All responses will remain confidential. Names and addresses will be used only for the initial and follow-up mailings of this study. Once the required number of questionnaires are returned, the list of names and addresses will be destroyed. Anonymity of all participants is assured. Understandably, however, there may be some hesitancy or reluctance to release the requested information; in this event, you may wish to have teachers volun- tarily list their names and school addresses on the enclosed Form A. Or, you may wish to have me meet with the teachers and explain and distribute the questionnaires directly to them. If you prefer this alternative, please com- plete Form B and return it. Whatever your choice, please return either Form A or Form B as soon as possible. Since there is a limited population to draw from for this study, a very high rate of participation is required. Therefore, your assistance and COOpera- tion in this effort will be most sincerely appreciated. A copy of the questionnaire will be forwarded to you at a later date. Also, once the study is completed, a sunmary of the results will be available upon request. Again, thank you for your time and consideration. Cordially, Ronald M. Wolthuis Jody Smith Associate Professor Doctoral Student 151 152 THE DEVELOPMENT AND STUDY OF COMPETENCIES NEEDED BY TEACHERS OF STUDENTS WITH AUTISTIC CHARACTERISTICS Purpose of the Study; The primary purpose of the present study is to: (1) develop a list of general competencies needed by teachers of autistic students, and (2) begin to verify the competency statements by having teachers who are currently teaching autistic students rate the importance of each competency. In addition, an attempt will be made to determine where, within the various preparation settings (course work, practicum, on-the-job experience, etc.). the competen- cies can be best developed and to Specify competencies in which teach- ers perceive themselves to be in need of further training. Also, the teachers' responses will be analyzed according to the following vari- ables: type and amount of professional training, number of years of teaching experience, and age and general functioning level of the students with whom they work. Rationale for the Study: Special education is the principal source of treatment for autistic youngsters; therefore, it is essential that their classrooms be staffed with competent, well-trained teachers. However, at the present time, little information is available regard- ing the competencies teachers must possess in order to work effec- tively with this population. AS a result, there are few existing guidelines for professionals engaged in developing, conducting, and evaluating autistic teacher training programs or for public school personnel involved in hiring and/or assigning, and evaluating teachers who work with these students. The present investigation is designed to supply some of the needed information. Pppulation and Procedure: A survey questionnaire will be distributed to teachers, throughout Michigan, who are currently teaching autis- tic students in public school programs. The questionnaire will require approximately 20 to 30 minutes to complete, and all responses will be confidential. The data collected will be analyzed in accor- dance with the purpose of the study. Outcome: The information gathered and analyzed for this study will Be reported in a doctoral dissertation. It will include a list of generic competencies perceived to be important for teachers of autis- tic students, as well as additional information pertaining to the pre-service and in-service training needs of these teachers. 10. 11. 12. 13. Teachers' Names: 153 FORM A School Addresses: 154 FORM B Please contact me to arrange a meeting with the teachers on our staff who are working with autistic students. The meeting will be held for the purpose of explaining and distributing a question- naire regarding the competencies needed by teachers of autistic students. Signed Address Phone APPENDIX B COVER LETTER EXPLAINING THE QUESTIONNAIRE 155 APPENDIX B MICHIGAN STATE UNIVERSITY COLLEGE Of EDUCATION EAST LANSING ' MICHIGAN ' 48824 DEPARTMENT Of ELEMENTARY AND SPECIAL EDUCATION Dear Teacher of Autistic Students: You have some important infonmation that is needed to assist public school and university personnel in planning professional development programs in the area of autism. As you are undoubtedly aware, at the present time, few teach- ers are graduating from college prepared to work with the extreme needs and dis- abilities of autistic students; consequently, most teachers entering autistic classrooms for the first time are not equipped to meet the unique and often frustrating challenge that is ahead of them. The result is that the difficult job of teaching autistic students becomes even more difficult. In some instances, in-service training is easing the Situation, but certainly not solv- ing the over-all problem. A major reason for the inadequate teacher training is the lack of available data regarding the skills and competencies teachers need to have to effectively work with this population. Since you are currently teaching autistic students, you are in an excellent position to provide infor- mation and data required to improve pre-service and in-service training pro- grams. Therefore, your response to the enclosed questionnaire is requested. The questionnaire is self-explanatory and requires approximately twenty- five minutes to complete. It is designed as an initial attempt to develop and validate a list of competencies and tgmgrggige_infgrmation_pertaining_to_the pre-service and in-service training hee s of teachers of autistic students. All res onses will remain confidential, so feel free to express your true feel- ngs. ’ ' ' “ ~ngrpgarticipation and cooperation in this research will be sincerely aflflrgcaatel."’There is a limited populatiOn of teachers to draw from, so a very high rate of return is required for the results to be meaningful. It is hoped that the findings uillwbe,gf assistance to professionals involved in programming for autistic Stddénts andTalso will ultimately result in improved services for the students involved. Therefore, yQEEVEQSEQDSQ i§41929£iegt. Please return the completed questionnaire b June 1, ngQ. For_your 5°"V9219"991-99,999[¢§§Sd{ post-paidtefiVETOpéxiSIEfiETOSe . “ Thank you for your time and consideration. Sincerely, Jody Smith Doctoral Student & Graduate Assistant SEI/Autistic Teacher Training Program 1556 APPENDIX C FOLLOW-UP LETTER TO NONRESPONDENTS 157 APPENDIX C MICHIGAN STATE UNIVERSITY COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ' “A DEPKRT\IE\T OF EIE‘TE\T\RY \\0 SPECIAL EDL'CATION June 4, 1979 Dear Teacher of Autistic Students: My records indicate that your response to the “Survey of Teachers of Students With Autistic Characteristics" has not been received. Realizing that this is a busy time of year for you, the deadline for returning the questionnaire has been extended. Also, for your convenience, another copy of the questionnaire has been enclosed with this letter. Please complete the questionnaire and return it as soon as possible. The information you can provide is crucial to this study; therefore, your cooperation and assistance will be greatly appreciated. If you have already mailed in your questionnaire, please disregard this letter. Thank you for your time and consideration. Sincerely, Jody Smith Doctoral Student S Graduate Assistant SEI/Autistic Teacher Training Program Enclosure 158 APPENDIX D QUESTIONNAIRE USED IN THE STUDY 159 APPENDIX D SURVEY: TEACHERS OF STUDENTS WITH AUTISTIC CHARACTERISTICS INSTRUCTIONS: Please read the directions for each part of the survey carefully. Please return the completed questionnaire in the post-paid envelope as soon as possible. TO Jody Smith 301 Erickson Hall Department of Elementary & Special Education Michigan State University East Lansing, Michigan 48824 ********************************************************************* Please fill in your name below. It will be used only to record that you returned a questionnaire and, thereby, will assist with follow-up procedures for the study. To assure your anonymity, this page will be detached from the rest of the questionnaire as soon as it is received; or if you wish, you may detach this page and return it to me in a separate envelope. Name: 160 I. 2. 16] PART I EEBSONAL A52 PROEESSIONAL QQIA Please check the degree(s) you have earned. Write in your major for each degree checked. Major: Associate's Degree Bachelor's Degree Master's Degree Other (specify): Please check the disability area(s) in which you have special education endorsement. EmOtionally Impaired Mentally Impaired Learning Disabilities Other (specify): Have you had Judevine training? YES NO Have you had any specific pre-service or in-service training (Other than Judevine) for working with autistic Students? NO YES. please specify Please indicate the number of years of teaching experience you have had in bath regular - and special education (Parts A and B). ng_ngg cOunt students teaching. practicum exper- iences. or paraprofessional experiences. 29 count the current school year as one full years A. Regular Education: Number of Years: Grade Levels: Preprimary K - 2 3 - 6 7 - 9 10 - 12 B. Special Education (please also indicate the ages of the students): Number Age of Type of Disability: of Years: Students: Autistic Emotionally Impaired (Other than autistic) Educable Mentally Impaired Trainable Mentally Impaired Severely Mentally Impaired Learning Disabilities Severely Multiply Impaired Other (specify): 6. lo 162 List any additional experiences you have had with regular or special education students (i.e., as a paraprofessional. social worker. counselor. etc.). Indicate the number of years that you held the position and the ages of the students with whom you wOrked. Number Age of Type of Experience: of Years: Students: Have all of the students in your classroom been diagnosed as autistic? YES NO What is the age-range of the autistig students with whom yOu are currently working? (If you are working with more than one group of autistic students. please select only one group for this response)- Age-Range nggigg 13 mind the sgmg gggup o: aggggngg uggg 39 angwg; Qggggign 3. indicate the number of students within this group who are best described by each of the following clusters of behavior. That is. how many students in this roup are best described by the behaviors listed in cluster 'a'? In cluster 'b'? n cluster 'c'? a. little or no receptive language (does net understand more than 5 words or simple phrases): often needs visual and/or mator prompts/ cues to complete simple one-step commands: non-verbal: seldom makes needs known by using gestures. signs. symbols or pictures: and can net complete tasks such as matching objects by color. placing pegs in a peg board. and making a recognizable circle by imitation. b. has some receptive language (understands approximately 50% of the words and simple phrases said to them): may need visual and/or mator prompts/cues to complete new learning tasks: able to learn through imitation/modeling: makes needs known by using verbal noises and/or gestures. signs. symbols or pictures. or spoken words and phrases: can complete tasks such as matching and sorting by color. size. and shape: can identify common objects and pictures of common objects (cup. chair. comb. hat. etc.) either by pointing to or naming them: and can demonstrate an understanding of the use function of many common obJeCts. c. good receptive language (understands most of what is said to them in simple. concise statements at an age appropriate level): under- stands and can carry-out two-step oral directions: communicates needs by speaking in sentences and/or phrases or by using sign language and symbol boards in the same manner: has developed most of the basic self-care skills at an age appropriate level: and (if age appropriate) has developed the basic academic skills. PART II gtzcnzo congttsuzs [on moms or §TCDENT§ win: aurtsnc CHARAW Please read the direcrions for bOth STEP 1 and STEP 2 before starting this part of the questionnaire. SIEP 1: Your evaluation of the following com- petencies is vitally important to the results of this study. so please read each competency statement carefully. Then. KEEPING IX MIND IE: 5A5; GROUP Q[_§ILD NTS US AN 'P. t S ION 8 AND 9 IN PART I. rate each state- ment according to how important you think that competency is for teachers who are working with autiscic students similar to those in your group. Circle '5' for those which are m_§§_1mpg;;_n; and 'l' for those which are lgggg 1mggggggg. You may circle a number between these two extremes. but please m Many teachers of autistic students feel a need to increase their teaching com- petence. This is due. in part. to the extreme needs of the autistic and to the faCt that few teachers have received any specific training for working with this populatiOn. In view of this. there may be some competency areas in which you need little or no additional training. while in Other areas you may wish to improve your skills. Therefore. please respond to each of the competency state- ments selected for this Study by using the following scale: No .. No Need: I presently do net circle only one number for each competency statement. AM : SIE£_I IMPORTA scs OF THE need additional skill develop- ment in this competency. L -- Low Priority: I would not go out of my way to develop addi- tional skill in this competency. M -- Moderate Priority: I would find it helpful to develop additional skill in this competency. H -- High Priority: I would find it very helpful to develop addi- tional skill in this competency. 7 team. PROFESSIONAL COMPETENCY DEVELOPMENT Most Least No Low Moderate High 5 4 3 1 COMPETENCY STATEMENTS NO L M H 67. Ability to function effectively as G) a 3 2 1 a member of a multidisciplinary .\'o L Q) H In the example above. the rater has indicated that she/he thinks the competency is 'Most' important (STEP 1) and that she/he would find it helpful to develop additional skill in this competency (STEP 2). 1': :‘rt‘n’: :‘n‘: 9."): s’: “**frs':f:**f: fa‘: fr}: f: '1: 3': 2‘: 1‘: ’t‘r‘n’: ‘rz‘rWfl? 5 I: F 1 5 I: P .7 IMPORTANCE OF THE PROFESSICNAL COMPETENCY DEVELOPMENT ”05C Least No Low Moderate High 4 3 2 1 COMPETENCY STATEMENTS .\'o L M H 1. Understanding of the basic concepts 5 4 3 Z 1 of perception and sensory functions No L M H and cognition. 2. Ability to provide a warm. under- standing. and supportive relation- ship with autistic students and 5 4 3 2 1 their parents while. at the same No L M H time. prompting their independence (no: perpetuating a dependent relationship). P IMPORTANCE OF THE Most S COMPETENCY 4 3 2 Least 1 164 COMPETENCY STATEMENTS P PROFESSIONAL DEVELOPMENT No Low Moderate High No L M H 3. Ability to critically evaluate research that pertains to autistic persons. No L M H Awareness of one's own emptional needs and values and an understand- ing of how these effect the way in which one relates to and works with autistic students and their families 5. Ability to develop and implement fair. reasonable. firm. and consis- tent behavioral limits while main- taining an understanding and supportive relationship with pupils. 6. Ability to communicate acceptance to all students by letting them know that their feelings and needs are important and are understood. 7. Ability to act as an affective model by demonstrating warmth. em- pathy. and positive regard in re- lating to Others. Ability to supervise and coordinate activities/duties of teacher aides who are working in the classroom. No L M H Knowledge of normal child develop- ment and the difference between normal and abnormal development at the various developmental levels. U. 10. Ability to analyze the modality (visual. auditory. etc.) and re- sponse requirements of a given task. No L M M 11. Ability to use a variety of manage- ment/control techniques such as voice modulation. facial expres- sions. planned ignoring. proximity control. tension release. relax- ation activities. etc. No L M E 12. Ability to determine students' readiness for speCific learning activities. 13. Ability to prepare written lesson plans. So L M H L” ‘3 U to 14. Knowledge of the basic concepts and terminology used in Other dis- ciplines which serve autistic persons (i.e.. medicine. neurology. psychiatry. etc.). 15. Ability to prepare a comprehensive and developmentally sequenced cur- riculum for autistic students. Understanding of the basic concepts of psychology. Ability to select. use. and inter- pret commercially prepared tests which are appropriate for use with non-verbal and language impaired students. 18. Ability to assist parents and autistic persons in obtaining the services of community agencies and organizations. SI£2_I IMPORTANCE or no: Most S l: COMPETENCY 3 Least 1 165 COMPETENCY STATEMENTS No SIEELZ PROFESSIONAL muomst Low Moderate High L M H l9. Ability to assess students' skills in the areas of language. percep- tion. mocor. and social-emOtional (affective) development. 20. Ability to plan and conduct presen- tations and in-service training aCtivities concerning autism. No ZI. Ability to use classroom structure as a major technique for controlling behavior. (Classroom structure may include: consistent rules. daily routine. physical arrangement of the classroom. reduction of extra- neous stimuli. removal of seductive and dangerOus materials. etc.). 22. Ability to tolerate differing opin- ions and construCtive criticism without taking offense. 23. Ability to develop and implement a systematic behavior management plan for individual autistic students complete with timelines and a specified order in which interven- tion techniques will be used. 24. Ability to establish good public relations with community agencies and organizations. 25. Ability to plan a purposeful. organ. ized. and consistent schedule of daily aCtivities for autistic pupils 26. Ability to plan and implement re- search projects concerning autism. 27. Ability to select target behaviors to be changed and to identify the critical variables affeCting the target behaviors such as consequent and antecedent events. U! 28. Understanding of family dynamics and the reactions that parents and siblings may experience as the re- sult of the stress of having an autistic child in the family. Z9. Ability to plan success experiences for autistic students. No U! 30. Ability to maintain objective atti- tudes toward autistic students and their families by nOt becoming overly involved with them or persons alizing their problems. 31. Ability to construct and use infor- mal tests of achievement with autistic students. 32. Ability to task analyze (break into small sequential steps) and sequence learning tasks. 33. Ability to structure tasks and activities so they end positively and students experience success. So 34. Ability to assess students' pre- vocational and vocational skills. D t §;£a_l IMPORTANCE or THE COMPETENCY Most Least 2 l h 3 166 COMPETENCY STATEMENTS p PROFESSIONAL DEVELOPMENT 50 Low Moderate 50 L M High h 3S. Ability to prepare autistic pupils for new experiences or for the transitiOn from one activity or situation to anather. No 36. Ability to constructively manage the bizarre. aggressive. and self- abusive behaviors of autistic students. Ability to use play as a teaching medium and toys as educational tools for cagnitive. social. and language activities. 38. Ability to write behavioral objec- tives. No 33 u N ..a 39. Ability to coordinate the tatal educational program (includin the services of Other disciplinesg for each student in the classroom. ‘\ u N ..- 40. Knowledge of the ethical issues involved in the use of behavior modification. especially the use of punishment and aversive consequence L‘ U N ..a 41. Ability to identify symptoms which relate to.vision. hearing. and/or health problems (including seizures) No 42. Ability to teach self-help and daily living skills. 43. Ability to assess students' pre- academic/readiness skills (sorting. matching. identifying colors. rec0g- nizing basic shapes. etc.). UI éé. Ability to use data from observa- tions. case histories. reports of social workers. psychologists. etc. to develop educational plans for autistic students. UI Ability to conduct group lessons and activities so every student can participate successfully. No Ul ‘3 U N H Ability to teach pre-vocational and vocational skills. Ability to evaluate and document the effectiveness of the program and intervention techniques used with individual autistic students. No 48. Ability to teach and assist pupils in developing self-control. No L" 49. Ability to work with and assist parents in setting goals (short and long term). choosing intervention techniques. and learning to manage and cope with their autistic child. .priate behavior in autistic Knowledge of and ability to apply behavior modification techniques whicn promote and motivate appro- students. Kn 167 P IMPORT NCE F THE PROFESSIONAL COMPETENCY DEVELOPMENT Most Least No Low Moderate High 5 b 3 2 l COMPETENCY STATEMENTS No L M h Sl. Ability to handle administrators' observations and evaluations of . 5 4 3 2 1 one's teaching and classroom ho L M H management skills. $2. Ability to cope with the ambiguity (lack of specific information re- 5 4 3 2 I garding autism. especially in the No L M H area of educational programming) in the field of autism. 53. Knowledge of normal language devel- S A 3 2 l opment and an understanding of No L M H delayed and disordered language. 54. Knowledge of the current research . 5 A 3 2 1 and literature regarding autism. ho L H H SS. Ability to teach language and communication skills including 5 4 3 2 l nonverbal forms of communication No L M H such as sign language. symbol boards. and picture boards. 56. Ability to use a variety of methods . 5 4 3 2 1 for motivating students. ho L H H 57. Ability to develop new instruction- al materials and or modify existing . 5 A 3 2 1 commercial materials for use with Mo L M H autistic students. 58. Ability to develop a comprehensive 5 4 3 2 I educational program for autistic No L M H students. 59. Ability to use systematic observa- tional techniques for establishing baseline data. for evaluating . S a 3 2 1 problem areas. and for documenting No L M h and assessing the progress of autistic students. 60. Ability to use developmental scales to determine the functioning level of autistic students in the various . . S a 3 2 1 developmental areas. i.e., metor 3° L M 5 skills. social skills. play. lan- guage. etc. 61. Ability to teach mator. perceptual. 5 a 3 2 l and social-emetional (affective) No L M 5 skills. 62. Ability to plan learning aCtivities and seleCt materials that are appro- 5 A 3 2 l priate for a student's developmental No L M h level and which allow for any learn- ing problems the Student may have. 63. Ability to communicate openly. honestly. and tactfully with par- . . 5 a 3 2 1 ents regarding their child's handi- No L M h cap(s). progress. limitations. etc. 64. Ability to tolerate and cope with S 6 3 2 l the slow progress and the regres- No L M H sions of autistic students. 63. Ability to handle the challenges and frustration of working with . 5 b 3 2 1 nOnverbal and language impaired 3° L N H pupils. 5 b 3 2 1 66. Ability to teach and maintain No L M H attention and on-task behaviors. F ‘1 $12... IMPORTAACE or THE Most COMPETENCY Least 1 168 COMPETENCY STATEMENTS No L $122.2. PROFESSIOhAL DEVELOPMENT No Low Moderate High ' M H 67. Ability to function effectively as member of a multidisciplinary team.T No L M 68. Ability to teach academic skills. No L M 69. Ability to separate behavior into small components (task analyze) and shape desired responses. 70. Ability to set realistic goals and expectations for one's self in terms of what can and can noc be accomo plished with autistic students (conq sidering the present state of know- ledge in the area of autism). 71. Ability to structure activities. materials. and the physical environ- ment of the classroom to ensure maximum learning. 72. Knowledge of Other handicapping con- ditions such as mental retardation. learning disabilities. aphasia. childhood schizophrenia. etc. 73. Ability to teach pre-academic/read- iness skills. J} U N 74. Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. Ul 7S. UnderStanding of the causes and dynamics of student behaviors. 76. Ability to make directions and learning tasks clear to students. U: Ability to informally evaluate educational programs. services. and personnel serving the autistic mmlations No ‘\ U N 78. Knowledge of community agencies and organizations that provide services to the autistic population. No L M ‘\ b) N 79. Phasession of the physical and emotional stamina.needed to work with autistic youngsters. L M 80. Ability to assess students' basic academic skills. L M \‘0 81. bility to work compatably with paraprofessionals and Other pro- fessionals. L M U! 82. Ability to carry out instruction that is consistent with student educational goals. 83. Knowledge of state and federal legislation concerning educational services for autistic students. No 84. Ability to plan and use a variety of £2151: management procedures such as time-out. therapeutic holding. etc. to contain/control severe behavior. M 85. Ability to evaluate one's own teach- ing and classroom management skills and to construCtively use the resulting information. M 169 PART III 0 b . N The development of teaching competence takes place over an extended period of time and is the result of experience as well as formal preparation. For example. some of the teaching competencies selected for this study may be developed best thrOugh college course work. while Others may be acquired most effectively through supervised practicum and student teaching experiences. in-service training. TherefOre. please respond as follows: Others may be developed best through On-the-job experience or from For each of the eight competency areas listed below, rank the four possible preparation settings in which the competencies in each area could be developed. Place a '1' below the setting in which the competency area could be developed . a '2' below the ngx;_bg§; setting. a '3' below the Lni;g_pggt meat effectivelx setting. and a '4' below the 1g§;;_gzfigggiyg setting. COMPETENCY AREAS A. hav or M : includes skills such as understanding the dynamics of student behavior: being able to use a variety of managment techniques: being able to constructively manage the bizarre and aggressive behaviors of autistic students: being able to develOp and implement systematic behavior management plans. etc. Assgssmgnt g Evaluagign: includes the ability to construct and use formal and informal tests: to use systematic observational techniques: to assess students' achievement in various skill areas: to determine students' readiness for specific learning activities. etc. C. rper ona R lat o e o : includes skills such as being abl to communicate and work effectively with parents. students. administrators. and Other professionals: being able to funCtion as a team member: being able to tolerate differing opinions and contructive criticism. etc. 1 D. Developing ggzgiculum 8 Insgruggign: includes skills in writ- ing behavioral objeCtives: task analyzing and sequencing learn- ing tasks: develOping and/or modifying materials for use with autistic students: developing a comprehensive curriculum for autistic students. etc. Imtlemenrin . 'o : includes the ability to use a variety of motivational techniques: to teach attending skills: to structure activities and tasks to maximize learning and success experiences for students: to teach basic skills in academic areas. language. self-help. mOtor development. etc. Administration: includes having knowledge of current legisla- tion pertaining tO autistic students: being able to supervise and coordinate the activities/duties Of teacher aides: being able to coordinate the tOtal educational program for each student in the classroom. etc. flagkgrgund_ln{2rmggignl includes having an understanding and knowledge of the basic concepts and terminolOgy used in other disciplines: having knowledge of current research and liter- ature pertaining to autism: having a knowledge Of child devel- Opment. language development. etc. £1;§Qg§l_§n§;gg5g;i§;iss: includes having an awareness of one' own emotional needs and understanding how these needs influence the way in which one works with autistic students and their families: having the ability to cope with the ambiguity (lack of specific information) in the area of teaching autistic students: being able to cope with the behaviors and the slow progress of autistic students. etc. 17D PART v P ‘ONo Please rank the eight competency areas (defined in PART 111) according to the amount of emphasis each should receive during an autistic teacher trainin program. Place '1’ by the competency area which should receive the mag; emphasis. a ' “ by the competency area which should receive the ngxg_mg§; emphasis and finally. an '8' by the competency area that should receive the Legs; emphasis during a preparation prOgram. Behavior Management Assessment 5 Evaluation Interpersonal Relationships Developing Curriculum S Instruction Implementing Instruction Administration Background Information Personal Characteristics PART V V- \ ’ 0V This questionnaire may have stimulated some thoughts. concerns. reactions. etc. Therefore. please make any comments that you may have in the space below. APPENDIX E IMPORTANCE RANKING OF THE COMPETENCY STATEMENTS WITHIN THE EIGHT COMPETENCY AREAS 171 APPENDIX E IMPORTANCE RANKING OF THE COMPETENCY STATEMENTS WITHIN THE EIGHT COMPETENCY AREAS Mean SD Behavior Management 36. Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. 4.976 5. Ability to develop and implement fair, reasonable, firm, and consistent behav- ioral limits while maintaining an under- standing and supportive relationship with pupils. 4.8l0 50. Knowledge of and ability to apply behavior modification techniques which promote and motivate appropriate behavior in autistic students. 4.786 21. Ability to use classroom structure as a major technique for controlling behavior. (Classroom structure may include: consis- tent rules, daily routine, physical arrange- ment of the classroom, reduction of extrane- ous stimuli, removal of seductive and dangerous materials, etc.). 4.762 48. Ability to teach and assist pupils in developing self-control. 4.762 ll. Ability to use a variety of management/ control techniques such as voice modulation, facial expressions, planned ignoring, prox- imity control, tension release, relaxation activities, etc. 4.738 84. Ability to plan and use a variety of crisis management procedures such as time-out, therapeutic holding, etc. to contain/ control severe behavior. 4.690 27. Ability to select target behaviors to be changed and to identify the critical vari- ables affecting the target behaviors such as consequent and antecedent events. 4.667 172 .154 .397 .520 .532 .431 .445 .604 .650 173 Mean SD Behavior Management (cont'd) 23. 69. 40. 75. Ability to develop and implement a systematic behavior management plan for individual autis- tic students complete with timelines and a specified order in which intervention tech- niques will be used. Ability to separate behavior into small com- ponents (task analyze) and shape desired responses. Knowledge of the ethical issues involved in the use of behavior modification, especially the use of punishment and aversive conse- quences. Understanding of the causes and dynamics of student behaviors. Assessment & Evaluation 19. 47. 34. 59. 80. 12. 41. 43. Ability to assess students' skills in the areas of language, perception, motor, and social-emotional (affective) development. Ability to evaluate and document the effec- tiveness of the program and intervention techniques used with individual autistic students. Ability to assess students' pre-vocational and vocational skills. Ability to use systematic observational techniques for establishing baseline data, for evaluating problem areas, and for docu- menting and assessing the progress of autistic students. Ability to assess students' basic academic skills. Ability to determine students' readiness for specific learning activities. Ability to identify symptoms which relate to vision, hearing, and/or health problems (including seizures). Ability to assess students' pre-academic/ readiness skills (sorting, matching, identify- ing colors, recognizing basic shapes, etc.). 4.548 4.405 3.929 3.762 4.643 4.548 4.429 4.429 4.429 4.381 .4381 4.381 .916 .767 .045 .821 .656 .705 .887 .831 .668 .882 .731 .764 174 Assessment & Evaluation (cont'd) 60. Ability to use developmental scales to deter- 31. 17. mine the functioning level of autistic stu- dents in the various developmental areas, i.e., motor skills, social skills, play, language, etc. Ability to construct and use informal tests of achievement with autistic students. Ability to select, use, and interpret com- mercially prepared tests which are approp- riate for use with non-verbal and language impaired students. Interpersonal Relationshipg 2. 81. 63. 49. 67. 22. 28. Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relationship). Ability to work compatibly with paraprofes- sionals and other professionals. Ability to communicate openly, honestly, and tactfully with parents regarding their child's handicap(s), progress, limitations, etc. Ability to work with and assist parents in setting goals (short and long term), choosing intervention techniques, and learning to man- age and cope with their autistic child. Ability to function effectively as a member of a multidisciplinary team. . Ability to act as an affective model by demon- strating warmth, empathy, and positive regard in relating to others. . Ability to communicate acceptance to all stu- dents by letting them know that their feel- ings and needs are important and are under- stood. Ability to tolerate differing opinions and constructive criticism without taking offense. Understanding of family dynamics and the reac- tions that parents and siblings may experience as the result of the stress of having an autis- tic child in the family. Mean 4.238 3.786 3.714 4.786 4.619 4.595 4.571 4.548 4.357 4.310 4.167 4.119 SD .878 .279 .215 .415 .731 .665 .737 .670 .850 .975 .102 .968 175 Mean SD Interpersonal Relationships (cont'd) 24. Ability to establish good public relations with community agencies and organizations. 3.500 .0l8 5]. Ability to handle administrators' observa- tions and evaluations of one's teaching and classroom management skills. 3.500 .862 Developing Curriculum & Instruction 32. Ability to task analyze (break into small sequential steps) and sequence learning tasks. 4.786 .520 57. Ability to develop new instructional materials and/or modify existing commercial materials for use with autistic students. 4.762 .532 25. Ability to plan a purposeful, organized, and consistent schedule of daily activities for autistic pupils. 4.57l .831 29. Ability to plan success experiences for autistic students. 4.571 .770 62. Ability to plan learning activities and select materials that are appropriate for a student's developmental level and which allows for any learning problems the student may have. 4.57l .770 l5. Ability to prepare a comprehensive and developmentally sequenced curriculum for autistic students. 4.524 .llO 44. Ability to use data from observations, case histories, reports of social workers, psy- chologists, etc. to develop educational goals and individual educational plans for autistic students. 4.476 .707 l0. Ability to analyze the modality (visual, audi- tory, etc.) and response requirements of a given task. 4.l90 .917 38. Ability to write behavioral Objectives. 4.l90 .943 I3. Ability to prepare written lesson plans. 3.2l4 .95l Implementing Instruction 66. Ability to teach and maintain attention and on-task behaviors. 4.8l0 .505 176 Mean SD Implementigg_lnstruction (cont'd) 56. 42. 55. 61. 33. 76. 82. 71. 73. 35. 46. 45. 37. 68. Ability to use a variety of methods for motivating students. Ability to teach self-help and daily living skills. Ability to teach language and communication skills including non-verbal forms of commu- nication such as sign language, symbol boards, and picture boards. Ability to teach motor, perceptual, and social-emotional (affective) skills. Ability to structure tasks and activities so they end positively and students experi- ence success. Ability to make directions and learning tasks clear to students. Ability to carry out instruction that is con- sistent with student educational goals. Ability to structure activities, materials, and the physical environment of the classroom to ensure maximum learning. Ability to teach pre-academic/readiness skills. Ability to prepare autistic pupils for new experiences or for the transition from one activity or situation to another. Ability to teach pre-vocational and vocational skills. Ability to conduct group lessons and activi- ties so every student can participate suc- cessfully. Ability to use play as a teaching medium and toys as educational tools for cognitive, social, and language activities. Ability to teach academic skills. Administration 58. Ability to develop a comprehensive educa- tional program for autistic students. 4.786 4.762 4.738 4.738 4.690 4.571 4.571 4.524 4.476 4.452 4.405 4.262 4.l19 3.905 4.762 .520 .484 .767 .587 .749 .831 .668 .773 .707 .832 .857 .127 .152 .031 .484 177 Mean SD Administration (cont'd) 39. 83. 18. 77. 74. 20. 26. Ability to coordinate the total educational program (including the services of other disciplines) for each student in the class- room. . Ability to supervise and coordinate activi- ties/duties of teacher aides who are working in the classroom. Knowledge of state and federal legislation concerning educational services for autis- tic students. Ability to assist parents and autistic per- sons in obtaining the services of community agencies and organizations. . Ability to critically evaluate research that pertains to autistic persons. Ability to informally evaluate educational programs, services, and personnel serving the autistic population. Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. Ability to plan and conduct presentations and in—service training activities concerning autism. Ability to plan and implement research pro- jects concerning autism. Background Information 53. 54. Knowledge of normal language development and an understanding of delayed and disordered language. . Knowledge of normal child development and the differences between normal and abnor- mal development at the various developmen- tal levels. . Understanding of the basic concepts of perception and sensory functions and cog- nition. Knowledge of the current research and lit- erature regarding autism. 4.452 4.190 4.000 3.810 3.548 3.500 3.286 3.119 2.667 4.595 4.452 4.381 4.119 .739 .833 .988 .292 .832 .834 .944 .273 .183 .701 .739 .661 .832 178 Background Information (cont'd) 72. 78. 14. 16. Knowledge of other handicapping conditions such as mental retardation, learning disabilities, aphasia, childhood schizophrenia, etc. Knowledge of community agencies and organiza- tions that provide services to the autistic population. Knowledge of the basic concepts and terminology used in other disciplines which serve autistic persons (i.e., medicine, neurology, psychiatry, etc.). Understanding of the basic concepts of psychology. Personal Characteristics 64. 65. 79. 85. 70. 30. 52. Ability to tolerate and cope with the slow prog- ress and the regressions of autistic students. Ability to handle the challenge and frustration of working with non-verbal and language impaired pupils. Possession of the physical and emotional stamina needed to work with autistic youngsters. Ability to evaluate one's own teaching and classroom management skills and to construc- tively use the resulting information. Ability to set realistic goals and expectations for one's self in terms of what can and can not be accomplished with autistic students (consid- ering the present state of knowledge in the area of autism). . Awareness of one's own emotional needs and val- ues and an understanding of how these affect the way in which one relates to and works with autistic students and their families. Ability to maintain objective attitudes toward autistic students and their families by not becoming overly involved with them or per- sonalizing their problems. Ability to cope with the ambiguity (lack of specific information regarding autism, espe- cially in the area of educational program- ming) in the field of autism. Mean 4.071 3.786 3.571 3.524 4.667 4.643 4.643 4.643 4.381 3.952 3.952 3.571 SD .894 .952 1.107 1.042 .721 .656 .618 .618 .854 .936 .962 1.129 APPENDIX F RANKING OF PROFESSIONAL DEVELOPMENT NEEDS WITHIN THE EIGHT COMPETENCY AREAS 179 APPENDIX F RANKING OF PROFESSIONAL DEVELOPMENT NEEDS WITHIN THE EIGHT COMPETENCY AREAS Mean SD Behavior Management 36. 48. 84. 11. 23. 27. 21. 50. Ability to constructively manage the bizarre, aggressive, and self-abusive behaviors of autistic students. Ability to teach and assist pupils in develOp- ing self-control. Ability to plan and use a variety of crisis management procedures such as time-out, thera- peutic holding, etc. to contain/control severe behavior. . Ability to develop and implement fair, reason- able, firm, and consistent behavioral limits while maintaining an understanding and suppor- tive relationship with pupils. Ability to use a variety of management/ control techniques such as voice modulation, facial expressions, planned ignoring, proximity control, tension release, relaxation activi- ties, etc. Ability to develop and implement a systematic behavior management plan for individual autis- tic students complete with timelines and a specified order in which intervention tech- niques will be used. Ability to select target behaviors to be changed and to identify the critical variables affecting the target behaviors such as conse- quent and antecedent events. Ability to use classroom structure as a major technique for controlling behavior. (Classroom structure may include: consistent rules, daily routine, physical arrangement of the classroom, reduction of extraneous stimuli, removal of seductive and dangerous materials, etc.). Knowledge of and ability to apply behavior modi- fication techniques which promote and motivate appropriate behavior in autistic students. 180 3.381 3.238 3.190 3.143 3.119 2.976 2.976 2.905 2.905 .854 .790 .943 .899 .916 .047 .950 .100 .878 181 Behavior Management (cont'd) 69. 75. 40. Ability to separate behavior into small com- ponents (task analyze) and shape desired responses. Understanding of the causes and dynamics of student behaviors. Knowledge of the ethical issues involved in the use of behavior modification, especially the use of punishment and aversive consequences. Assessment & Evaluation 34. 19. 12. 41. 17. 60. 47. 43. 59. 80. Ability to assess students' pre-vocational and vocational skills. Ability to assess students' skills in the areas of language, perception, motor, and social- emotional (affective) development. Ability to determine students' readiness for specific learning activities. Ability to identify symptoms which relate to vision, hearing, and or health problems (includ- ing seizures). Ability to select, use, and interpret commer- cially prepared tests which are appropriate for use with non-verbal and language impaired students. Ability to use developmental scales to deter- mine the functioning level of autistic students in the various developmental areas, i.e., motor skills, social skills, play, language, etc. Ability to evaluate and document the effective- ness of the program and intervention techniques used with individual autistic students. Ability to assess students' pre-academic/ readiness skills (sorting, matching, identify- ing colors, recognizing basic shapes, etc.). Ability to use systematic observational tech- niques for establishing baseline data, for evaluating problem areas, and for documenting and assessing the progress of autistic students. Ability to assess students' basic academic skills. Mean 2.881 2.881 2.429 3.405 3.381 3.357 3.214 3.000 3.000 2.905 2.857 2.857 2.857 50 .916 .705 .991 .828 .764 .656 .750 .883 .883 .850 .002 .814 .783 182 Mean SD Assessment & Evaluation (cont'd) 3l. Ability to construct and use informal tests of achievement with autistic students. Interpersonal Relationships 49. Ability to work with and assist parents in setting goals (short and long term), choosing intervention techniques, and learning to man- age and cope with their autistic child. 2. Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relationship).. 28. Understanding of family dynamics and the reac- tions that parents and siblings may experience as the result of the stress of having an autis- tic child in the family. 63. Ability to communicate openly, honestly, and tactfully with parents regarding their child's handicap(s), progress, limitations, etc. 6. Ability to communicate acceptance to all stu- dents by letting them know that their feelings and needs are important and are understood. 24. Ability to establish good public relations with community agencies and organizations. 67. Ability to function effectively as a member of a multidisciplinary team. 22. Ability to tolerate differing opinions and constructive criticism without taking offense. 7. Ability to act as an affective model by demon- strating warmth, empathy, and positive regard in relating to others. 8l. Ability to work compatibly with paraprofes- sionals and other professionals. 51. Ability to handle administrators' observations and evaluations of one's teaching and class- room management skills. 2.833 3.119 2.929 2.857 2.595 2.548 2.548 2.476 2.405 2.357 2.310 2.119 .853 .803 .068 .843 .885 .087 .916 .943 .014 .055 .000 .803 183 Develgping Curriculum & Instruction 15. 57. 32. 62. 29. 10. 25. 44. 38. 13. Ability to prepare a comprehensive and develop- mentally sequenced curriculum for autistic students. Ability to develop new instructional materials and/or modify existing commercial materials for use with autistic students. Ability to task analyze (break into small sequential steps) and sequence learning tasks. Ability to plan learning activities and select materials that are appropriate for a student's developmental level and which allows for any learning problems the student may have. Ability to plan success experiences for autis- tic students. Ability to analyze the modality (visual, auditory, etc.) and response requirements of a given task. Ability to plan a purposeful, organized, and consistent schedule of daily activities for autistic pupils. Ability to use data from observations, case histories, reports of social workers, psycholo- gists, etc. to develop educational goals and individual educational plans for autistic students. Ability to write behavioral objectives. Ability to prepare written lesson plans. Implementing Instruction 46. 55. 37. 61. Ability to teach pre-vocational and vocational skills. Ability to teach language and communication skills including non-verbal forms of communi- cation such as sign language, symbol boards, and picture boards. Ability to use play as a teaching medium and toys as educational tools for cognitive, social, and language activities. Ability to teach motor, perceptual, and social- .emotional (affective) skills. Mean 3.500 3.167 3.119 3.119 2.905 2.881 2.857 2.619 2.119 2.024 3.357 3.333 3.241 3.238 SD .707 .881 .041 .772 .932 .889 .002 .962 .803 .897 .791 .928 .842 .790 184 Mean SD Implementigg_lnstruction (cont'd) 56. Ability to use a variety of methods for moti- vating students. 3.l90 .862 42. Ability to teach self-help and daily living skills. 2.952 .962 45. Ability to conduct group lessons and activities so every student can participate successfully. 2.952 .Oll 73. Ability to teach pre-academic/readiness skills. 2.88l .889 76. Ability to make directions and learning tasks clear to students. 2.881 .993 33. Ability to structure tasks and activities so they end positively and students experience success. 2.833 .l67 66. Ability to teach and maintain attention and on-task behaviors. 2.833 .961 71. Ability to structure activities, materials, and the physical environment of the classroom to ensure maximum learning. 2.8l0 .042 35. Ability to prepare autistic pupils for new experiences or for the transition from one activity or situation to another. 2.738 .037 68. Ability to teach academic skills. 2.595 .885 82. Ability to carry out instruction that is con- » sistent with student educational goals. 2.595 .939 Administration 58. Ability to develOp a comprehensive educational program for autistic students. 3.238 .759 18. Ability to assist parents and autistic persons in obtaining the services of community agencies and organizations. 3.000 .963 26. Ability to plan and implement research projects concerning autism. 2.976 .897 83. Knowledge of state and federal legislation con- cerning educational services for autistic stu- dents. 2.905 .958 3. Ability to critically evaluate research that pertains to autistic persons. 2.810 .804 185 Administration (cont'd) 39. 20. 74. 77. Ability to coordinate the total educational program (including the services of other dis— ciplines) for each student in the classroom. Ability to plan and conduct presentations and in-service training activities concerning autism. . Ability to supervise and coordinate activities/ duties of teacher aides who are working in the classroom. Knowledge of techniques which can be used to effectively promote public awareness and advo- cate for services for autistic persons. Ability to informally evaluate educational programs, services, and personnel serving the autistic population. Background Information 1. 53. 72. 54. 78. 14. 16. Understanding of the basic concepts of per- ception and sensory functions and cognition. . Knowledge of normal child development and the difference between normal and abnormal develOpment at the various developmental levels. Knowledge of normal language development and an understanding of delayed and disordered language. Knowledge of other handicapping conditions such as mental retardation, learning disabili- ties, aphasia, childhood schiZOphrenia, etc. Knowledge of the current research and litera- ture regarding autism. Knowledge of community agencies and organiza- tions that provide services to the autistic population. Knowledge of the basic concepts and termi- nology used in other disciplines which serve autistic persons (i.e., medicine, neurology, psychiatry, etc.). Understanding of the basic concepts of psychology. Mean 2.786 2.690 2.595 2.500 2.500 3.310 3.262 3.214 3.119 3.000 2.857 2.833 2.310 SD .813 .924 .061 .672 .741 .604 .798 .813 .813 .765 .853 .853 .924 186 Personal Characteristics 85. 65. 70. 64. 30. 79. 52. Ability to evaluate one's own teaching and classroom management skills and to construc- tively use the resulting information. . Awareness of one's own emotional needs and values and an understanding of how these affect the way in which one relates to and works with autistic students and their families. Ability to handle the challenge and frustra- tion of working with non-verbal and language impaired pupils. Ability to set realistic goals and expectations for one's self in terms of what can and can not be accomplished with autistic students (con- sidering the present state of knowledge in the area of autism). Ability to tolerate and cope with the slow progress and the regressions of autistic students. Ability to maintain objective attitudes toward autistic students and their families by not becoming overly involved with them or person- alizing their problems. Possession of the physical and emotional stamina needed to work with autistic youngsters. Ability to cope with the ambiguity (lack of specific information regarding autism, especially in the area of educational pro- gramming) in the field of autism. Mean 3.262 2.690 2.571 2.571 2.500 2.452 2.452 2.333 SD .767 .950 .085 .991 .065 .772 .087 .754 APPENDIX G FREQUENCY DISTRIBUTIONS FOR THE EIGHTY—FIVE COMPETENCY STATEMENTS 187 APPENDIX G FREQUENCY DISTRIBUTIONS FOR THE EIGHTY-FIVE COMPETENCY STATEMENTS . Professional Development Importance Ratings Need Ratings Most Least No Low Mod High 5 4 3 2 l f l 2 3 4 Understanding the basic concepts of perception and sensory functions and cognition. N 20 18 4 0 0 0 3 23 16 % 47.6 42.9 9.5 0 0 0 7.1 54.8 38.1 Ability to provide a warm, understanding, and supportive relationship with autistic students and their parents while, at the same time, promoting their independence (not perpetuating a dependent relation- ship). N 33 9 0 O 0 6 7 13 16 % 78.6 21.4 0 O 0 . 14.3 16.7 31.0 38.1 Ability to critically evaluate research that pertains to autistic persons. N 5 17 16 4 0 2 12 20 8 % 11.9 40.5 38.1 9.5 0 4.8 28.6 47.6 19.0 Awareness of one's own emotional needs and values and an understand- ing of how these affect the way in which one relates to and works with autistic students and their families. N 13 17 10 1 1 5 12 16 9 % 31.0 40.5 23.8 2.4 2.4 11.9 28.6 38.1 21.4 Ability to develop and implement fair, reasonable and consistent behavioral limits while maintaining an understanding and supportive relationship with pupils. N 34 8 0 0 0 3 5 17 17 % 81.0 19.0 0 O 0 7.1 11.9 40.5 40.5 Ability to communicate acceptance to all students by letting them know that their feelings and needs are important and are understood. N 24 10 6 1 1 10 8 15 9 % 57.1 23.8 14.3 2.4 2.4 23.8 19.0 35.7 21.4 188 10. 11. 12. 13. 14. 189 Importance Ratings Pr°fesfi;gga;ag?xgiopment Most Least No Low Mod High 5 4 3 2 l l 2 3 4 Ability to act as an affective model by demonstrating warmth, empa- thy, and positive regard in relating to others. N 22 15 4 0 1 12 9 15 6 % 52.4 35.7 9.5 0 2.4 28.6 21.4 35.7 14.3 Ability to supervise and coordinate activities/duties of teacher aides who are working in the classroom. N 18 15 8 1 O 8 11 13 10 % 42.9 35.7 19.0 2.4 O 19.0 26.2 31.0 23.8 Knowledge of normal child development and the difference between normal and abnormal development at the various develOpmental levels. N 25 11 6 0 0 1 6 16 19 % 59.5 26.2 14.3 0 0 2.4 14.3 38.1 45.2 Ability to analyze the modality (visual, auditory, etc.) and response requirements of a given task. N 20 12 8 2 0 % 47.6 28.6 19.0 4.8 0 2 13 15 12 4.8 31.0 35.7 28.6 Ability to use a variety of management/control techniques such as voice modulation, facial expressions, planned ignoring, proximity control, tension release, relaxation activities, etc. N 31 11 0 0 0 2 9 13 18 % 73.8 26.2 0 0 0 4.8 21.4 31.0 42.9 Ability to determine students' readiness for specific learning activities. N 24 l2 5 D l 0 4, 19 19 % 57.l 28.6 ll.9 0 2.4 0 9.5 45.2 45.2 Ability to prepare written lesson plans. N 4 ll l8 8 l l3 l8 8 3 % 9.5 26.2 42.9 19.0 2.4 3l.D 42.9 19.0 7.l Knowledge of the basic concepts and terminology used in other dis- ciplines which serve autistic students (i.e., medicine, neurology, psychiatry, etc.). N 9 16 8 8 1 4 7 23 8 % 21.4 38.1 19.0 19.0 2.4 9.5 16.7 54.8 19.0 15. 16. 17. 18. 19. 20. 21. 22. 190 Importance Ratings Need Ratings No Low Mod High 1 2 3 4 Most Least Professional Development 5 4 3 2 l J Ability to prepare a comprehensive and developmentally sequenced curriculum for autistic students. N 33 4 2 O 3 1 2 14 25 % 78.6 9.5 4.8 0 7.1 2.4 4.8 33.3 59.5 Understanding of the basic concepts of psychology. N 8 13 16 3 2 10 12 17 3 % 19.0 31.0 38.1 7.1 4.8 23.8 28.6 40.5 7.1 Ability to select, use, and interpret commercially prepared tests which are appropriate for use with non-verbal and language impaired students. N 14 11 11 3 3 3 7 19 13 % 33.3 26.2 26.2 7.1 7.1 7.1 16.7 45.2 31.0 Ability to assist parents and autistic persons in obtaining the ser- vices of community agencies and organizations. N 17 11 6 5 3 3 10 13 16 % 40.5 26.2 14.3 11.9 7.1 7.1 23.8 31.0 38.1 Ability to assess students' skills in the areas of language, per- ception, motor, and social-emotional (affective) development. N 31 7 4 0 0 1 4 15 22 % 73.8 16.7 9.5 0 O 2.4 9.5 35.7 52.4 Ability to plan and conduct presentations and in-service training activities concerning autism. N 6 12 11 7 6 5 11 18 8 % 14.3 28.6 26.2 16.7 14.3 11.9 26.2 42.9 19.0 Ability to use classroom structure as a major technique for con- trolling behavior. (Classroom structure may include: consistent rules, daily routine, physical arrangement of the classroom, reduction of extraneous stimuli, removal of seductive and dangerous materials, etc.). N 34 6 2 O 0 6 9 10 17 % 81.0 14.3 4.8 0 0 14.3 21.4 23.8 40.5 Ability to tolerate differing Opinions and constructive criticism without taking offense. N 22 10 7 1 2 10 11 15 6 % 52.4 23.8 16.7 2.4 4.8 23.8 26.2 35.7 14.3 23. 24. 25. 26. 27. 28. 29. 30. 191 Professional DevelOpment Need Ratings No Low Mod High l 2 3 4 Importance Ratings Most Least 5 4 3 2 l Ability to develop and implement a systematic behavior management plan for individual autistic students complete with timelines and a specified order in which intervention techniques will be used. N 31 6 3 1 1 6 5 15 16 % 73.8 14.3 7.1 2.4 2.4 14.3 11.9 35.7 38.1 Ability to establish good public relations with community agencies and organizations. N 7 15 13 6 1 6 13 17 6 % 16.7 35.7 31.0 14.3 2.4 14.3 31.0 40.5 14.3 Ability to plan a purposeful, organized, and consistent schedule of daily activities for autistic pupils. N 30 8 3 0 l 5 9 l5 l3 % 7l.4 l9.0 7.l D 2.4 ll.9 2l.4 35.7 31.0 Ability to plan and implement research projects concerning autism. N 4 ‘ 5 l3 :3 7 2 ll :5 14 % 9.5 ll.9 3l.D 3l.D l6.7 4.8 26.2 35.7 33.3 Ability to select target behaviors to be changed and to identify the critical variables affecting the target behaviors such as con- sequent and antecedent events. N 32 6 4 D 0 4 7 17 14 % 76.2 14.3 9.5 0 0 9.5 16.7 40.5 33.3 Understanding of family dynamics and the reactions that parents and siblings may experience as the result of the stress of having an autistic child in the family. N 19 12 8 3 0 1 15 15 11 % 45.2 28.6 19.0 7.1 0 2.4 35.7 35.7 26.2 Ability to plan success experiences for autistic students. N 30 7 4 1 0 3 11 15 13 % 71.4 16.7 9.5 2.4 O 7.1 26.2 35.7 31.0 Ability to maintain objective attitudes toward autistic students and their families by not becoming overly involved with them or personalizing their problems. N 15 13 11 3 0 I 5 15 20 2 % 35.7 31.0 26.2 7.1 O 11.9 35.7 47.6 4.8 31. 32. 33. 34. 35. 36. 37. 38. 39. 192 Importance Ratings Pr°fesfi;gga;aggxglopment Most Least No Low Mod High 5 4 3 2 l l 2 3 4 Ability to construct and use informal tests of achievement with autistic students. N 17 8 12 1 4 4 7 23 8 % 40.5 19.0 28.6 2.4 9.5 9.5 16.7 54.8 19.0 Ability to task analyze (break into small sequential steps) and sequence learning tasks. N 35 5 2 0 0 4 8 9 21 % 83.3 11.9 4.8 0 O 9.5 19.0 21.4 50.0 Ability to structure tasks and activities so they end positively and students experience success. N 33 7 l D l 8 8 9 l7 % 78.6 l6.7 2.4 D 2.4 l9.0 l9.0 21.4 40.5 Abilities to assess students' pre-vocational and vocational skills. N 26 l0 5 0 l l 6 10 25 % 61.9 23.8 ll.9 D 2.4 2.4 l4.3 23.8 59.5 Ability to prepare autistic pupils for new experiences or for the transition from one activity or situation to another. N 25 13 3 0 1 7 8 16 11 % 59.5 31.0 7.1 0 2.4 16.7 19.0 38.1 26.2 Ability to constructively manage the bizarre, aggressive, and self- abusive behaviors of autistic students. N 41 1 0 0 0 % 97.6 2.4 0 0 0 1 7 9 25 2.4 16.7 21.4 59.5 Ability to use play as a teaching medium and toys as educational tools for cognitive, social, and language activities. N 23 7 7 4 1 1 8 14 19 % 54.8 16.7 16.7 9.5 2.4 2.4 19.0 33.3 45.2 Ability to write behavioral objectives. N 20 13 6 3 0 % 47.6 31.0 14.3 7.1 O 11 14 11 6 26.2 33.3 26.2 14.3 Ability to coordinate the total educational program (including the services of other disciplines) for each student in the classroom. N 25 ll 6 o o l 2 l3 :9 8 % 59.5 26.2 14.3 o o 4.8 31.0 45.2 19.0 193 Professional Development Need Ratings Most Least No Low Mod High 5 4 3 2 l . l 2 3 4 Importance Ratings Knowledge of the ethical issues involved in the use of behavior modification, especially the use of punishment and aversive con- 41. 42. 43. 44. 45. 46. 47. sequences. N 14 16 9 1 2 % 33.3 38.1 21.4 2.4 4.8 9 21.4 12 28.6 15 35.7 6 14.3 Ability to identify symptoms which relate to vision, hearing, and/ or health problems (including seizures). N 22 14 5 D D 2 2 23 15 % 52.4 33.3 14.3 0 0 4.8 4.8 54.8 35.7 Ability to teach self-help and daily living skills. N 33 8 l 0 D 4 8 16 14 % 78.6 19.0 2.4 D 0 9.5 19.0 38.1 33.3 Ability to assess students' pre-academic/readiness skills (sorting, matching, identifying colors, recognizing basic shapes, etc.). N 22 15 4 1 0 % 52.4 35.7 9.5 2.4 O 5 11.9 9 21.4 15 35.7 13 31.0 Ability to use data from observations, case histories, reports of social workers, psychologists, etc. to develop educational goals and individual educational plans for autistic students. N 25 12 5 D D 6 12 16 8 % 59.5 28.6 11.9 0 0 14.3 28.6 38.1 19.0 Ability to conduct group lessons and activities so every student can participate successfully. ' N 24 12 l 3 2 5 7 15 15 % 57.1 28.6 2.4 7.1 4.8 11.9 16.7 35.7 35.7 Ability to teach pre-vocational and vocational skills. N 24 13 4 0 l l 5 14 22 % 57.1 31.0 9.5 D 2.4 2.4 11.9 33.3 52.4 Ability to evaluate and document the effectiveness of the program and intervention techniques used with individual students. N 28 9 5 O 0 % 66.7 21.4 11.9 0 0 4 9.5 9 21.4 16 38.1 13 31.0 48. 49. 50. 51. 52. 53. 54. 55. 194 Importance Ratings Professional Development [ Need Ratings Most Least No Low Mod High 5 4 3 2 1 l 2 3 4 Ability to teach and assist pupils in developing self-control. N 32 10 0 0 0 1 6 17 18 % 76.2 23.8 0 0 0 2.4 14.3 40.5 42.9 Ability to work with and assist parents in setting goals (short and long term), choosing intervention techniques, and learning to manage and cope with their autistic child. N 30 6 6 0 0 2 5 21 14 % 71.4 14.3 14.3 0 O 4.8 11.9 50.0 33.3 Knowledge of and ability to apply behavior modification techniques which promote and motivate appropriate behavior in autistic students. N 35 5 2 0 0 2 11 18 11 % 83.3 11.9 4.8 O 0 4.8 26.2 42.9 26.2 Ability to handle administrators' observations and evaluations of one's teaching and classroom management skills. N 5 15 19 2 1 9 21 10 2 % 11.9 35.7 45.2 4.8 2.4 21.4 50.0 23.8 4.8 Ability to cope with the ambiguity (lack of specific information regarding autism, especially in the area of educational programming) in the field of autism. N 9 15 12 3 3 5 20 15 2 % 21.4 35.7 28.6 7.1 7.1 11.9 47.6 35.7 4.8 Knowledge of normal language development and an understanding of delayed and disordered language. N 30 ‘7 5 0 0 2 4 19 17 % 71.4 16.7 11.9 0 0 4.8 9.5 45.2 40.5 Knowledge of the current research and literature regarding autism. N 15 19 6 2 O 3 3 27 9 % 35.7 45.2 14.3 4.8 0 7.1 7.1 64.3 21.4 Ability to teach language and communication skills including non- verbal forms of communication such as sign language, symbol boards, and picture boards. N 36 3 2 0 1 3 4 11 24 % 85.7 7.1 4.8 0 2.4 7.1 9.5 26.2 57.1 56. 57. 58. 59. 60. 61. 62. 63. 195 . Professional Development Importance Ratings Need Ratings Most Least No Low Mod High 5 4 3 2 l 1 2 3 4 Ability to use a variety of methods for motivating students. N 35 5 2 0 0 2 6 l6 l8 % 83.3 11.9 4.8 0 O 4.8 14.3 38.1 42.9 Ability to develop new instructional materials and/or modify exist- ing commercial materials for use with autistic students. N 34 6 2 O 0 2 7 15 18 % 81.0 14.3 4.8 0 0 4.8 16.7 35.7 42.9 Ability to develop a comprehensive educational program for autistic students. N 33 8 1 0 0 1 5 19 17 % 78.6 19.0 2.4 0 0 2.4 11.9 45.2 40.5 Ability to use systematic observational techniques for establishing baseline data, for evaluating problem areas, and for documenting and assessing the progress of autistic students. N 25 12 3 2 0 4 5 26 7 % 59.5 28.6 7.1 4.8 0 9.5 11.9 61.9 16.7 Ability to use developmental scales to determine the functioning level of autistic students in the various developmental areas, i.e., motor skills, social skills, play, language, etc. N 19 17 3 3 0 2 10 16 14 % 45.2 40.5 7.1 7.1 0 4.8 23.8 38.1 33.3 Ability to teach motor, perceptual, and social-emotional (affective) skills. N 34 5 3 0 0 1 6 17 18 % 81.0 11.9 7.1 0 0 2.4 14.3 40.5 42.9 Ability to plan learning activities and select materials that are apprOpriate for a student's develOpmental level and which allows for any learning problems the student may have. N 30 7 4 1 0 1 7 20 14 % 71.4 16.7 9.5 2.4 O 2.4 16.7 47.6 33.3 Ability to communicate openly, honestly, and tactfully with parents regarding their child's handicap(s), progress, limitations, etc. N 28 12 1 1 o I 5 13 18 5 % 66.7 28.6 2.4 2.4 o 11.9 31.0 42.9 14.3 64. 65. 66. 67. 68. 69. 70. 71. 196 Importance Ratings PrOfesfigggaAaggxglopme"t Most Least No Low Mod High 5 4 3 2 1 l 2 3 4 Ability to tolerate and cope with the slow progress and the regres- sions of autistic students. N 33 5 3 1 0 9 12 12 9 % 78.6 11.9 7.1 2.4 0 21.4 28.6 28.6 21.4 Ability to handle the challenge and frustration of working with non-verbal and language impaired pupils. N 30 10 l l 0 9 10 13 lO % 71.4 23.8 2.4 2.4 0 21.4 23.8 31.0 23.8 Ability to teach and maintain attention and on-task behaviors. N 36 4 2 0 0 4 ll 15 12 % 85.7 9.5 4.8 0 0 9.5 26.2 35.7 28.6 Ability to function effectively as a member of a multidisciplinary team. N 27 11 4 0 0 7 14 15 6 % 64.3 26.2 9.5 0 0 16.7 33.3 35.7 14.3 Ability to teach basic academic skills. N 14 15 9 3 1 5 13 18 6 % 33.3 35.7 21.4 7.1 2.4 11.9 31.0 42.9 14.3 Ability to separate behavior into small components (task analyze) and shape desired responses. N 23 14 4 1 0 4 8 19 11 % 54.8 33.3 9.5 2.4 0 9.5 19.0, 45.2 26.2 Ability to set realistic goals and expectations for one's self in terms of what can and can not be accomplished with autistic students (considering the present state of knowledge in the area of autism). N 25 9 7 1 0 6 15 12 9 % 59.5 21.4 16.7 2.4 0 14.3 35.7 28.6 21.4 Ability to structure activities, materials, and the physical envi- ronment of the classroom to ensure maximum learning. N 29 6 7 0 0 5 12 11 14 % 69.0 14.3 16.7 0 O 11.9 28.6 26.2 33.3 72. 73. 74. 75. 76. 77. 78. 79. 80. 197 Importance Ratings Most Least 5 4 3 2 1 Professional DevelOpment Need Ratings [ No Low Mod High 1 2 3 4 Knowledge of other handicapping conditions such as mental retarda- tion, learning disabilities, aphasia, childhood schizophrenia, etc. N 14 20 6 l l l 7 20 14 % 33.3 47.6 14.3 2.4 2.4 2.4 16.7 47.6 33.3 Ability to teach pre-academic/readiness skills. N 25 12 5 0 0 2 13 15 12 % 59.5 28.6 11.9 0 0 4.8 31.0 35.7 28.6 Knowledge of techniques which can be used to effectively promote public awareness and advocate for services for autistic persons. N 3 15 17 5 2 3 16 22 l % 7.1 35.7 40.5 11.9 4.8 7.1 38.1 52.4 2.4 Understanding of the causes and dynamics of student behaviors. N 6 23 ll 1 l 1 10 24 7 % 14.3 54.8 26.2 2.4 2.4 2.4 23.8 57.1 16.7 Ability to make directions and learning tasks clear to students. N 30 8 3 0 l 5 8 l6 l3 % 71.4 19.0 7.1 0 2.4 11.9 19.0 38.1 31.0 Ability to informally evaluate educational programs, services, and personnel serving the autistic population. N 3 21 12 6 0 3 18 18 3 % 7.1 50.0 28.6 14.3 0 7.1 42.9 42.9 7.1 Knowledge of community agencies and organizations that provide ser- vices to the autistic. N 10 17 11 4 0 1 11 23 7 % 23.8 40.5 26.2 9.5 0 2.4 26.2 54.8 16.7 Possession of the physical and emotional stamina needed to work with autistic youngsters. N 30 9 3 0 0 10 12 11 9 % 71.4 21.4 7.1 0 0 23.8 28.6 26.2 21.4 Ability to assess students' basic academic needs. N 22 16 4 0 0 2 10 22 8 % 52.4 38.1 9.5 0 0 4.8 23.8 52.4 19.0 81. 82. 83. 84. 85. 198 Importance Ratings Need Ratings Professional Development Most Least No Low Mod High 5 4 3 2112 3 4 Ability to work compatibly with paraprofessionals and other pro- fessionals. N 31 7 3 l 0 10 15 ll 6 % 73.8 16.7 7.1 2.4 D 23.8 35.7 26.2 14.3 Ability to carry out instruction that is consistent with student educational goals. N 28 10 4. D 0 6 12 17 7 % 66.7 23.8 9.5 0 0 14.3 28.6 40.5 16.7 Knowledge of state and federal legislation concerning educational services for autistic students. N 18 13 ll 1 l 4 6 22 10 % 38.1 31.0 26.2 2.4 2.4 9.5 14.3 52.4 23.8 Ability to plan and use a variety of crisis management procedures such as time-out, therapeutic holding, etc. to contain/control severe behavior. N 32 7 3 0 0 2 9 10 21 % 76.2 16.7 7.1 O D 4.8 21.4 23.8 50.0 Ability to evaluate one's own teaching and classroom management skills and to constructively use the resulting information. N 30 9 3 0 D 1 5 18 18 % 71.4 21.4 7.1 0 0 2.4 11.9 42.9 42.9 "11111111111144I“