Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Judy Shoemaker

Abstract

AbstractThere is a gap in literature regarding parent practices in homeschooling children with autism spectrum disorder (ASD) who demonstrate problem behaviors during instructional sessions. Research literature showed that children with ASD demonstrate problem behaviors during instructional sessions in educational environments. The problem is a gap in the literature regarding how parents who homeschool their students with ASD address the same behaviors. The conceptual framework—social learning theory. The research questions were focused on parent practices of managing problem behavior during homeschool instructional sessions and the support they received. Qualitative research was used to explore the experiences of homeschool parent practices in a specific social environment. Open-ended interview questions were used to gain understanding of the parents’ perspectives regarding the management of problem behavior in homeschooled students with ASD. Thematic analysis, which emphasized patterns of meaning within qualitative data, depicted themes that developed from the interviews of the parents. Data showed that these parents experienced the same student behavioral challenges as educators in public/private schools, but often get different results using different behavior management strategies. The results of this study filled three gaps in the literature: 1) understanding the reasons behind parents’ choice to homeschool, 2) understanding the practices these parents use to manage their child’s behavior, and 3) the generalization of this data to practices in the discipline. Social change aspects include providing information regarding more effective instructional planning, increased student engagement, and improved behavior management for children with ASD.

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