Development and Pilot Testing of the Students With Autism Accessing General Education (SAAGE) Model

This project brings together the expertise of investigators at three centers to develop and
conduct a pilot test of a new comprehensive intervention to increase the quality of
educational services and access to inclusive settings for students with autism spectrum
disorder (ASD) in elementary school (kindergarten through 5th grade). The intervention model,
Students with Autism Accessing General Education (SAAGE), integrates evidence-based
strategies to teach skills to students with ASD in schools, best practices derived from this
literature by the project investigators, a recent guidebook written by the principal
investigator, and research on collaboration with community providers such as school teams to
implement interventions efficaciously and sustainably. SAAGE begins with strategies to help a
school form a cohesive team to oversee implementation of the model in the school. For each
student, SAAGE uses a modular approach for identifying goals for a student, selecting
appropriate teaching strategies, and systematically monitoring progress and trouble-shooting.
The modules center on core and associated features of ASD. Study personnel will use well
established behavioral skills training procedures to coach educators to implement the
modules.

Inclusion Criteria:

Children subjects:

- Are enrolled in school grades kindergarten through 5th

- Have an IEP educational classification of Autism, confirmed by the Autism Diagnostic
Observation Schedule, Second Edition, and DSM-5 checklist

- No planned changes in school placement or core team members during the school year of
participation

Adult subjects (teachers, para educators):

- Instructional personnel who currently support a participating child with ASD at school
(e.g., teacher, instructional assistant, speech pathologist, occupational therapist)

- Letter from instructional personnel's district or school indicating agreement to take
part in the research project

Exclusion Criteria:

Children subjects • Diagnosis of (1) genetic disorders such as Fragile X, Down syndrome, or
tuberous sclerosis; 2) profound vision or hearing loss; or (3) motor disabilities such as
cerebral palsy (these multiple disabilities would prevent standard implementation of the
intervention protocol).

Adult subjects

• Instructional personnel whose written consent was not obtained