What works? best implemented competencies in an Autism Spectrum Disorder program

This qualitative study aims to identify and gather respondents’ wisdom to formulate a toolbox for competency practice in an Autism Spectrum Disorder Program. The study explored what are best competencies implemented by each professional and uncovered the common competencies that have demonstrated to be successful within all professions. The data illustrated how despite the existing challenges impacting an Autism Spectrum Disorder Program, members of an interdisciplinary team can continue to make a difference in students’ lives and help them reach their full potential. The data obtained from the members of the interdisciplinary team demonstrated that there are both prominent competencies and barriers that influence the functioning of a special education classroom. There were ten competencies and six barriers identified within the data. The data demonstrated that Collaboration is the number one ranking competency utilized by all five respondents involved in this study. It is not only a prominent competency, but it is one that is needed, due to the importance of creating strategies and plans between the team members to meet the needs of each student. In order to fully meet the needs of the student and the goals in a student’s Individualized Education Program, the members of the interdisciplinary must collaborate to have a functional dynamic that can provide quality services. However, it is important to note that the number one ranking barrier was the Lack of Communication and Agreement between the members of the interdisciplinary team, demonstrating that it is a barrier that impacts the dynamic of an interdisciplinary team. Overall, the data obtained demonstrates a connection between the competencies and the barriers mentioned by the members of the interdisciplinary team, which is further explored within this study.