Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators

Abstract

ABSTRACT When early childhood educators include autistic children, they require information about these children’s needs and strategies to promote their participation in daycare activities. As there are many ways to build educators’ capacity, these key individuals for inclusion should be considered to offer interventions relevant to their context. This study aimed to develop an acceptable and feasible intervention to build educators’ capacity to facilitate the participation of autistic children with reactions to sensory stimulation in their daily routine. The person-based approach was used to guide the development and evaluation of the intervention. Based on three guiding principles (i.e. efficiency, flexibility, and clarity and usefulness), the intervention included two steps: 1) educational videos and 2) coaching meetings. Interviews with six educators revealed the intervention was generally appreciated and easy to implement in the daycares. Even though flexibility was perceived as meaningful, sufficient time should be recommended between each session to allow reflection and collaboration with colleagues should be supported. The possibility to validate educators’ observations or strategies identified came out as significant in addition to promoting their sense of efficacy. The combination of two types of capacity-building intervention contributed to the feasibility and acceptability of this intervention in early childhood daycares.