Impact of Shadow Aides in Supporting Behaviour Management for Students with Autism Spectrum Disorder in Inclusive Classrooms

Abstract

This study explores the impacts of shadow aides on the behaviour management of students with Autism Spectrum Disorder (ASD) in inclusive classrooms. This research was driven by the need to enhance inclusive education for those with ASD in Malaysia through the implementation of shadow aides. The main objectives of this study were to examine the impacts of shadow aide on the behaviour management of students with ASD in inclusive classrooms and the perspectives of parents and mainstream teachers on the effectiveness of shadow aides in inclusive classrooms. A qualitative approach involving classroom observation of two students diagnosed with ASD, one of which accompanied by a shadow aide and self-administered interviews were used with a parent and three mainstream teachers who taught those students. The classroom observations took place for a span of five consecutive weeks, two classes per week. Classroom observations were video recorded for further analysis of data. Findings revealed that differentiated techniques implemented by the shadow aide such as positive reinforcements, modelling and redirection, significantly improved student behaviour. The findings of the interview further supported that shadow aides not only impacted the behaviours of students but also provided one-on-one support, created a positive learning environment, social support and managed behavioural and emotional regulation. This research contributes to the field of special education by providing practical insights on how inclusive education can be enhanced for those with ASD through the implementation of shadow aides. Recommendations were made to guide further research in the field of special education and support the development of more effective approaches related to inclusive education in Malaysia.