Date of Award
2016
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership and Policy Studies
First Advisor
Katharine G. Shepherd
Second Advisor
Patricia Prelock
Abstract
Autism Spectrum Disorder (ASD) continues to receive increasing degrees of national attention in parallel with increasing rates of occurrence (Baio, 2012; Centers for Disease Control and Prevention, 2014; Rice, 2009). The disorder's growing prevalence has been accompanied by controversies regarding the source of the disorder (Baker & Stokes, 2007), how it is diagnosed (Mandell et al., 2009; Wing, Gould, & Gillberg, 2011), and what treatments are applicable and effective (National Autism Center, 2009).
This qualitative research study utilizes survey data provided by Special Education Directors to explore the question of what types of treatments are implemented and supported by school districts for students with an ASD in Vermont. This exploration is provided in order to help develop an understanding of the degree to which research-based interventions are being supported by special education administrators throughout the state.
Data analysis consisted of a process of content analysis utilizing coding and cross-case analysis to identify themes such as: the gap between education, experience, literature, and practice; the role of data in intervention and treatment design; and the role that professional development, staffing, and available resources play in ASD treatment. By exploring available research regarding the clinical effectiveness of various treatments and by analyzing survey data, this study identifies areas of strength and challenge conveyed in participants' responses, and makes suggestions regarding potential areas of future growth.
Language
en
Number of Pages
142 p.
Recommended Citation
McNamara, Tristan James, "Services For Youth With Autism Spectrum Disorders: A Study Of Educational Practices In Vermont" (2016). Graduate College Dissertations and Theses. 465.
https://scholarworks.uvm.edu/graddis/465
Included in
Educational Psychology Commons, Special Education Administration Commons, Special Education and Teaching Commons