{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125656"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125656","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Behavior analysts transitioning young autistic children from intensive behavior intervention to public school: A mixed methods study","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_has_math":false,"creators":["Sleiman Haidar, Ban"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene","Xia, Yan","Sands, Michelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-09","date_published":"2024-05-09","updated_at":"2026-07-22T22:25:02Z","subjects":["Autism","Behavior Analyst","Bcba","Transition","Intensive Behavior Intervention"],"languages":["en","eng"],"rights":["© 2024 Ban S. Haidar"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125656","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene","Xia, Yan","Sands, Michelle"]},{"key":"dc:creator","label":"Author","values":["Sleiman Haidar, Ban"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05-09","2024-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autism","Behavior Analyst","Bcba","Transition","Intensive Behavior Intervention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["© 2024 Ban S. Haidar"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125656"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Ban Sleiman Haidar, accepted the attached license on 2024-05-07 at 11:20.","The student, Ban Sleiman Haidar, submitted this Dissertation for approval on 2024-05-07 at 12:04.","This Dissertation was approved for publication on 2024-05-09 at 10:38.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20781 on 2025-02-04 at 21:15:31","This investigation addresses a gap in the literature by examining the role of Behavior Analysts (BAs) in facilitating the transition of Autistic children from Intensive Behavior Intervention (IBI) to public schools in the United States. By using a parallel convergent mixed-methods approach, data from questionnaires (N=115) and focus groups (n=9) were integrated to generate insights into the BAs’ current practices, perceived importance of transition best practices, facilitators, barriers, and recommendations. Findings highlight a gap between perceived importance and actual usage rates of best transition practices, particularly in those that pertain to collaboration with educational team members and knowledge acquisition. While most BAs engage in transition planning, fewer than half consistently apply best practices. They primarily employ family-centered approaches aligned with IBI principles, especially when collaboration expectations are high. Meta-inference underscores BAs' dual healthcare and educational roles, revealing systemic hurdles and capacity-building potential. The findings reveal the need for policy changes, additional in-service training, and expanding BAs' roles within the legal framework to enhance collaborative efforts, remove barriers, and potentially optimize transition outcomes for Autistic children."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Behavior analysts transitioning young autistic children from intensive behavior intervention to public school: A mixed methods study"]}]}],"canonical_facts":{"dc:contributor":["Meadan-Kaplansky, Hedda","Ostrosky, Michaelene","Xia, Yan","Sands, Michelle"],"dc:creator":["Sleiman Haidar, Ban"],"dc:date":["2024-05-09","2024-08"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Ban Sleiman Haidar, accepted the attached license on 2024-05-07 at 11:20.","The student, Ban Sleiman Haidar, submitted this Dissertation for approval on 2024-05-07 at 12:04.","This Dissertation was approved for publication on 2024-05-09 at 10:38.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20781 on 2025-02-04 at 21:15:31","This investigation addresses a gap in the literature by examining the role of Behavior Analysts (BAs) in facilitating the transition of Autistic children from Intensive Behavior Intervention (IBI) to public schools in the United States. By using a parallel convergent mixed-methods approach, data from questionnaires (N=115) and focus groups (n=9) were integrated to generate insights into the BAs’ current practices, perceived importance of transition best practices, facilitators, barriers, and recommendations. Findings highlight a gap between perceived importance and actual usage rates of best transition practices, particularly in those that pertain to collaboration with educational team members and knowledge acquisition. While most BAs engage in transition planning, fewer than half consistently apply best practices. They primarily employ family-centered approaches aligned with IBI principles, especially when collaboration expectations are high. Meta-inference underscores BAs' dual healthcare and educational roles, revealing systemic hurdles and capacity-building potential. The findings reveal the need for policy changes, additional in-service training, and expanding BAs' roles within the legal framework to enhance collaborative efforts, remove barriers, and potentially optimize transition outcomes for Autistic children."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125656"],"dc:language":["en","eng"],"dc:rights":["© 2024 Ban S. Haidar"],"dc:subject":["Autism","Behavior Analyst","Bcba","Transition","Intensive Behavior Intervention"],"dc:title":["Behavior analysts transitioning young autistic children from intensive behavior intervention to public school: A mixed methods study"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}