Improving inclusive practices in a preschool classroom through consultation: An action research

This research is designed as a three-stage action study aiming to improve inclusion practices through consultation in a preschool classroom where a student with autism spectrum disorder (ASD) is enrolled. The data collection tools were observation, semi-structured interviews, researcher diary, validity committee meeting records, official documents, reflection and consultation meeting records, checklist and daily plans. The action plans included practices aimed at preventing or stopping behavioral problems, practices to increase the duration of student participation in activities, effective use of prompting and reinforcement systems, adaptation skills, peer mediated intervention and incidental teaching. The changes determined for the student with ASD were increase in verbal expressions, starting to follow instructions, increase in social interaction, increase in conscious behavior, awareness and perception level of his surroundings, development of pencil holding and painting skills, starting to be included in classroom routines, prolongation of time spent in meaningful activities, decreased duration of self-stimulating behaviors, increased duration of participation in class activities and starting to be involved in individual and group play. The contribution to the teacher was determined as increased competence in IEP processes, practices for the inclusion of the student in classroom processes, raising awareness of parents, effective reinforcement and prompting systems, preventing problem behaviors, instructions offered to students with ASD, and incidental teaching. In addition, non-targeted contributions on other participants and adaptations in the process were reported. Suggestions for the implementation and dissemination of consultation and future research regarding the consultation have been presented.