Modular Approach For Autism Programming In Schools (Maaps)

Conducted at University of Rochester, May Institute, and University of South Florida

Study Overview

We studied how to best support educators who have students with autism spectrum disorder (ASD) in their classrooms to use practices that research has shown to be effective.

Study Technique

We developed MAAPS to provide support around the goals that educators and parents said were most important for students. Then research team members used collaborative coaching with educators to help them create plans that would address these important goals in the classroom.

Why It Matters

It is important that students and educators have access to supports that let them address student needs on an individual basis. This project identified one possible way to make that happen.

Reason For The Study

Educators, administrators, & parents feel school teams struggle to support students with ASD. Schools may need training or other resources. We wanted to see if MAAPS would work to support educators and improve student outcomes.

Study Outcomes

Educators found MAAPS to be “easy to understand, feasible…useful and effective.” Students whose educators worked with the MAAPS program had better outcomes in terms of academic participation, social skills, and behaviors as compared to students whose educators did not use MAAPS.

Potential Next Steps

This was one small study!

• Repeat this process with more students and educators to make sure it works with other groups.
• Find ways to sustain the coaching procedures without the need for research staff.

The Following Article Can Be Found Through The Following Citation:
Anderson, C., Iovannone, R., Smith, T., Levato, L., Martin, R., Cavanaugh, B….Iadarola, S. (Online first May 2020). Thinking small to big: Modular approach for autism programming in schools (MAAPS). Journal of Autism and Developmental Disorders. DOI: Link to full text

This research was supported in part by a Grant from Institute from Education Sciences, R324A150032-16, awarded to Drs. Smith, Anderson, and Iovannone