This qualitative multiple case study addresses kindergarten teachers’ and transitional kindergarten teachers’ self-perceived abilities to meet the needs of students with autism spectrum disorder (ASD) who participate in early intervention behavior therapy (EIBT) programs. Systems thinking was used to examine the participants’ interactions with the school site-based and EIBT-based support systems within which they were expected to operate. Personal interviews conducted at three intervals during the first five months of the 2015-16 school year rendered three emergent themes: participants initially reported feeling more confident meeting the academic versus the social/behavioral needs of their EIBT students, but that position reversed for two participants during the course of the study; participants reported in-class support aides provided by EIBT agencies were superior to aides provided by their school districts, and; participants preferred having a single ‘go-to’ support person at their school site to having a robust, wide-ranging support system. Contains recommendations for establishing subsystems that foster inner- and intra-support system communication and raising ASD awareness.
","abstract_html":"<p>This qualitative multiple case study addresses kindergarten teachers’ and transitional kindergarten teachers’ self-perceived abilities to meet the needs of students with autism spectrum disorder (ASD) who participate in early intervention behavior therapy (EIBT) programs. Systems thinking was used to examine the participants’ interactions with the school site-based and EIBT-based support systems within which they were expected to operate. Personal interviews conducted at three intervals during the first five months of the 2015-16 school year rendered three emergent themes: participants initially reported feeling more confident meeting the academic versus the social/behavioral needs of their EIBT students, but that position reversed for two participants during the course of the study; participants reported in-class support aides provided by EIBT agencies were superior to aides provided by their school districts, and; participants preferred having a single ‘go-to’ support person at their school site to having a robust, wide-ranging support system. Contains recommendations for establishing subsystems that foster inner- and intra-support system communication and raising ASD awareness.</p>","abstract_has_math":false,"creators":["Conklin, Shane P."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Michael Elium"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Early childhood education","Special education","Teacher education","Developmental psychology","Psychology","Education","Applied behavior analysis","Autism Spectrum Disorder","Early Intervention Behavior Therapy","Kindergarten","Professional development","Support system","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339777979"],"render_values":[{"text":"9781339777979","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/39","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michael Elium"]},{"key":"dc:creator","label":"Author","values":["Conklin, Shane P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:53:56Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early childhood education","Special education","Teacher education","Developmental psychology","Psychology","Education","Applied behavior analysis","Autism Spectrum Disorder","Early Intervention Behavior Therapy","Kindergarten","Professional development","Support system","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781339777979","https://scholarlycommons.pacific.edu/uop_etds/39"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative multiple case study addresses kindergarten teachers’ and transitional kindergarten teachers’ self-perceived abilities to meet the needs of students with autism spectrum disorder (ASD) who participate in early intervention behavior therapy (EIBT) programs. Systems thinking was used to examine the participants’ interactions with the school site-based and EIBT-based support systems within which they were expected to operate. Personal interviews conducted at three intervals during the first five months of the 2015-16 school year rendered three emergent themes: participants initially reported feeling more confident meeting the academic versus the social/behavioral needs of their EIBT students, but that position reversed for two participants during the course of the study; participants reported in-class support aides provided by EIBT agencies were superior to aides provided by their school districts, and; participants preferred having a single ‘go-to’ support person at their school site to having a robust, wide-ranging support system. Contains recommendations for establishing subsystems that foster inner- and intra-support system communication and raising ASD awareness.
"]},{"key":"dc:source","label":"Dc Source","values":["134"]},{"key":"dc:title","label":"Title","values":["Autism spectrum disorder in kindergarten and transitional kindergarten: Teachers' self-perceived ability to meet the needs of students transitioning from early intervention behavior therapy programs"]}]}],"canonical_facts":{"dc:contributor":["Michael Elium"],"dc:creator":["Conklin, Shane P."],"dc:date.available":["2018-06-29T08:53:56Z"],"dc:description.abstract":["This qualitative multiple case study addresses kindergarten teachers’ and transitional kindergarten teachers’ self-perceived abilities to meet the needs of students with autism spectrum disorder (ASD) who participate in early intervention behavior therapy (EIBT) programs. Systems thinking was used to examine the participants’ interactions with the school site-based and EIBT-based support systems within which they were expected to operate. Personal interviews conducted at three intervals during the first five months of the 2015-16 school year rendered three emergent themes: participants initially reported feeling more confident meeting the academic versus the social/behavioral needs of their EIBT students, but that position reversed for two participants during the course of the study; participants reported in-class support aides provided by EIBT agencies were superior to aides provided by their school districts, and; participants preferred having a single ‘go-to’ support person at their school site to having a robust, wide-ranging support system. Contains recommendations for establishing subsystems that foster inner- and intra-support system communication and raising ASD awareness.
"],"dc:identifier":["9781339777979","https://scholarlycommons.pacific.edu/uop_etds/39"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:source":["134"],"dc:subject":["Early childhood education","Special education","Teacher education","Developmental psychology","Psychology","Education","Applied behavior analysis","Autism Spectrum Disorder","Early Intervention Behavior Therapy","Kindergarten","Professional development","Support system","Educational Administration and Supervision","Educational Leadership"],"dc:title":["Autism spectrum disorder in kindergarten and transitional kindergarten: Teachers' self-perceived ability to meet the needs of students transitioning from early intervention behavior therapy programs"],"thesis:degree_discipline":["Educational Administration and Leadership"],"thesis:degree_level":["Dissertation - Pacific Access Restricted"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:35:52Z"}