Autism Interventions in Educational Settings: Delivery within a Response to Intervention Framework
Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
Terri Erbacher-Duff, PhD, Chairperson
George McCloskey, PhD
Daniel H Ingram, PsyD
Monitoring the progress of and delivering services to students with Autism present a unique challenge. Numerous interventions exist without a common, mandated progress monitoring system or service delivery system. The current study examined the principles of Response to Intervention (RTI) programs in the context of service delivery for students with Autism. An innovative service delivery system, the Autism Response to Systematic Intervention (ARTSI), was designed utilizing these principles. Outcomes of the study included a manual for the program, as well as forms and necessary materials to provide initial program implementation. Initial comment from stakeholders, future directives, and limitations are also discussed.
Gilmartin, Caitlin E., "Autism Interventions in Educational Settings: Delivery within a Response to Intervention Framework" (2014). PCOM Psychology Dissertations. 306.