AIR-B II
The goal of AIR-B II was a 3-year study to understand how schools assist students with autism spectrum disorder and put that knowledge to use. We will use the results to update current treatments and create new ones. We want to bring evidence-based interventions into schools.
Participating Sites: University of California Los Angeles, University of Pennsylvania, University of Rochester
Background:
Most children with autism spectrum disorders spend their day in school. There is often limited capacity for treatment in major school districts that are large, urban, and low-income. Treatments can be complex, costly, and hard to deliver. Our goal is to bring effective treatments to these schools and improve access. This study is split into two phases. In the first phase we worked with the community to create new treatments. In the second phase we worked to bring those treatments to schools.
Phase 1:
In the first phase of AIR-B II, each site worked with their local partners. We looked at the current autism treatments being used within schools. Then we worked to create new treatments that would work where previous treatments had fallen short.
Phase one included community focus groups and gathering data from schools. What we learned from the focus groups and data taught us how we can improve school-based treatments.
Establishing Focus Groups
In 2012 we ran community focus groups to understand how schools meet the needs of students with autism. Our groups included parents, teachers, school staff, and paraprofessionals from urban school districts and communities. Over a year, we worked with these partners to learn and discuss ideas for treatment and new services.
Data Archive
We also partnered with school districts to gather data about students with autism. This data didn’t include any names or personal information, it was anonymous. The AIR-B Network was given access to three public school district’s records. We collected data on students with autism spectrum disorders, ages 3 to 22, over a 5-year period (2008-2012)
For an example of the size of this data, just one of the sites (The Los Angeles unified school district) has 12,000 students with autism, 91% of whom are from minority groups. 80% of these students are part of a free or reduced-cost lunch program. This information lets us see how current services are being provided.
Phase 2: Deployment
Phase two focused on taking what we learned from phase one and bringing it to schools. The AIR-B team and community partners noted two priorities. The first is social engagement among students with autism who are in general education classes. The second is the transition process when students in special education switch tasks or change rooms.
We designed two interventions to meet these needs: Remaking Recess and Tools for Teachers (also known as ‘Schedules, Tools and Activities for Transitions in the Daily Routine’ or STAT). Three AIR-B sites worked to bring these tools to their partnered school districts. University of California Los Angeles worked with the Los Angeles unified school districts. University of Pennsylvania worked with the Philadelphia school district. And the University of Rochester worked with the Rochester central school district.
Background:
During the focus groups phase of AIR-B II we heard from school personnel. They said that students with autism who are in general education needed more help. We settled on the need for a social skills intervention which would help these students. We created Remaking Recess at the University of California, Los Angeles.
Study:
Remaking Recess helps build social skills between children with autism and their peers. To do so, it enhances the less structured times of the school day. Trained interventionists worked with school staff to use strategies that would increase peer engagement. The work took place at schools, on the playground during recess and lunch. Sessions were for 30 minutes over 8 weeks for a total of 14-16 sessions. Schools were randomly chosen to join right away or be wait-listed to receive Remaking Recess the following school year.
AIR-B coaches help the staff to become more aware of children’s ‘level of engagement.’ Then they work to provide individual and group support as needed. The tools in Remaking Recess are helpful for both children with autism and their typical peers. For example, one of the tools was fun ‘social menus’ provided during lunch time. These ‘social menus’ were made available to all students and acted as a conversational support.
Remaking Recess Booklet:
Remaking Recess aims to improve social inclusion of children with autism. A booklet was created to provide staff with natural tools that can be used as part of a daily routine. The booklet has tips for improving interactions between students with autism and their peers.
Downloads
Remaking Recess has continued development after AIR-B II. To learn the most up-to-date information visit the Remaking Recess website.
Tools for Teachers
Background
In phase one we discovered a need to improve the transition process for students in special education classrooms. We created a tool to address these challenges. We called this tool “Schedules, Tools, and Activities for Transition in the daily routine,” or STAT.
Study:
STAT is designed to make transitions easier for students with autism. It uses tools and routines to make class management easier. Special education classrooms with children with autism in grades K-5th were randomly picked to receive STAT right away or wait to receive it next year.
In the STAT model, coaches work with classroom staff during school for 30-45 minutes at a time. The coaches make 12-16 visits over a 6-10 week period. The coaches and staff work together to learn which parts of a transition are most challenging. Then they find a way to overcome these challenges.
For example, students might have trouble when going from their main classroom to an art class. The coach and staff noticed that the beginning of the transition, when they put things away and line up, is the biggest problem. One solution might be giving clear early-warnings well before a transition is going to occur. Another option could be keeping a visual schedule that shows what the students are expected to do during the transition.
