St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. The researcher utilized the theoretical frameworks of behaviorist and psychologist, B. F. Skinner, as well as psychologist Uri Bronfenbrenner’s ecological theory. The research study results conclude that the parents had little to no information available to them at the onset of their children’s diagnosis. Furthermore, the parents were unable to identify what treatment options were available within their children’s learning environments at the point of diagnosis. The research also notes that the pediatricians were dependent upon outside resources to fully determine the child’s autism spectrum diagnosis, and they conceded that they did not provide information to parents at the onset of the diagnosis nor did they give treatment recommendations. Additional results of the study indicate that the initial training received by the pediatricians was not enough to address the needs of the children diagnosed with autism. The recommendations include: (a) hands-on training for parents, (b) ongoing additional professional development for pediatricians, (c) support groups for parents, and (d) resources immediately available for parents at the time of diagnosis. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Jennifer Schulman Second Supervisor Janet B. Lyons Subject Categories Education This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc.edu/education_etd/341 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians By Cecilia Scott-Croff Submitted in partial fulfillment of the requirements for the degree Ed.D. in Executive Leadership Supervised by Dr. Jennifer Schulman Committee Member Dr. Janet B. Lyons Ralph C. Wilson, Jr. School of Education St. John Fisher College December 2017 Copyright by Cecilia Scott-Croff 2017 Dedication This journey has taught me the true meaning of Proverbs 3:5-6, “Trust in the Lord with all your heart, and lean not on your own understanding; in all your ways acknowledge Him, and He shall direct your path.” I dedicate this work to my son, Matthew Scott Croff, a precious gift from God. To my husband, Patrick Croff III, thanks for your patience and understanding of the many nights I did not make it home on time. Your tolerance of my cantankerous moods is a testament, in itself, to your unyielding devotion. To my wonderful niece, Mamie Juanita Croff, I thank you for being such a light and for your dedication to your cousin. Without your support to your uncle and me, this would not have come to fruition. I thank my mother, Agnes Scott, for always believing in me. To my siblings, I thank each of you for your patience during this trying time. I would like to take this time to thank the chair of my dissertation committee, Dr. Jennifer Schulman, for her continuous support throughout this process. I would also like to thank Dr. Janice Lyons, my committee member. In addition, I would like to give thanks for the hard work and efforts of my editing team. Lastly, and very importantly, I would like to thank the parents and the pediatricians, who volunteered to be participants in my research, for their insight and support. Your contributions were invaluable to this study. iii Biographical Sketch Cecilia Scott-Croff is currently the Executive Director of the Early Childhood Center at Borough of Manhattan Community College (BMCC) and Past Chair of the Child Care Council at City University of New York (CUNY). A New York State- certified early childhood special educator and administrator, Mrs. Scott-Croff has more than 20 years of experience in the fields of early care and education, special education, and advocacy. Mrs. Scott-Croff has two graduate degrees, one in Early Childhood Education and the other in Administration and Supervision from City College of New York/City University of New York. She is a level-three credentialed trainer with the New York State Association of the Education of Young Children. She holds the New York State Certified Professional Administrator Credential (CPAC) and has also completed the Leadership Development Institute with the National Black Americans Council. She is also a Borough of Manhattan Community College Leadership Fellow. She came to St. John Fisher College in the summer of 2016 and began doctoral studies in the Ed.D. Program in Executive Leadership. Mrs. Scott-Croff pursued her research on the impact of nonmedical treatment options in the learning environment from the perspectives of parents and pediatricians for children diagnosed with autism spectrum disorder under the direction of Dr. Jennifer Schulman and Dr. Janet B. Lyons and received the Ed.D. degree in 2018. iv Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. The researcher utilized the theoretical frameworks of behaviorist and psychologist, B. F. Skinner, as well as psychologist Uri Bronfenbrenner’s ecological theory. The research study results conclude that the parents had little to no information available to them at the onset of their children’s diagnosis. Furthermore, the parents were unable to identify what treatment options were available within their children’s learning environments at the point of diagnosis. The research also notes that the pediatricians were dependent upon outside resources to fully determine the child’s autism spectrum diagnosis, and they conceded that they did not provide information to parents at the onset of the diagnosis nor did they give treatment recommendations. Additional results of the study indicate that the initial training received by the pediatricians was not enough to address the needs of the children diagnosed with autism. The recommendations include: (a) hands-on training for parents, (b) ongoing additional professional development for v pediatricians, (c) support groups for parents, and (d) resources immediately available for parents at the time of diagnosis. vi Table of Contents Dedication .......................................................................................................................... iii Biographical Sketch ........................................................................................................... iv Abstract ............................................................................................................................... v Table of Contents .............................................................................................................. vii List of Tables ..................................................................................................................... ix Chapter 1: Introduction ....................................................................................................... 1 Problem Statement ........................................................................................................ 44 Theoretical Rationale ...................................................................................................