51¿´Æ¬

Training Teachers in South Africa on Naturalistic Intervention Procedures for Students with Autism and Developmental Delays

Project dates: July 1-3, 2025 Submitted by:

Kate Sadler, PhD, BCBA-D, Assistant Professor, University of Missouri 
Jena K. Randolph, PhD, Assistant Professor, University of Missouri 
Trevor Moodley, PhD, Associate Professor, University of Western Cape 
Rubina Setlhare, PhD, Senior Lecturer, University of Western Cape 
Fumane Khanare, PhD, Associate Professor, University of Western Cape

Project Summary

Faculty from the University of Missouri (MU) partnered with colleagues from the University of the Western Cape (UWC) to provide training for 34 teachers in Cape Town, South Africa on Naturalistic Intervention (NI) strategies to support students with autism and other developmental delays. NI approaches, such as Pivotal Response Training (PRT), are grounded in principles of behavioral learning and developmental science, and have demonstrated effectiveness in improving social communication and engagement (Hume et al., 2021; Schreibman et al., 2015). The training, originally planned as a five- day program, was adapted to a three-day format to accommodate teacher availability while maintaining core instructional content and opportunities for contextual discussion. Quantitative and qualitative data were collected to examine changes in participants’ knowledge, comfort, and confidence in using NI strategies, and to explore the cultural and community fit of these approaches. Data analysis is ongoing, and dissemination plans include presentations at international conferences and co-authored peer-reviewed publications. Future collaboration will explore remote video coaching to support ongoing skill development and fidelity.

Overview of Purpose and Collaboration

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social communication and interaction, often accompanied by restricted, repetitive behaviors (Bateman, 2013; Reichow et al., 2013). Early intervention can improve social communication and vocabulary and reduce long-term challenges (Faja & Dawson, 2006; Schreibman et al., 2015). However, in sub-Saharan Africa, access to ASD intervention services is extremely limited (Franz et al., 2018), and there is little research on adapting

empirically supported NI approaches for diverse cultural and socioeconomic contexts (Divan et al., 2015; Kaiser et al., 2014).

This project was a collaboration between MU faculty (Dr. Kate Sadler and Dr. Jena Randolph) and UWC faculty (Dr. Trevor Moodley, Dr. Rubina Setlhare, and Dr. Fumane Khanare) to address this gap by delivering NI training to educators in the Western Cape Province. The goal was to provide practical, evidence-based strategies for fostering communication and engagement in children with autism and other developmental delays, while also evaluating the fit and feasibility of these strategies in South African classrooms.

Training Activities by Day

Day 1

• Overview of autism, social communication development, and NI strategies
• Focus group discussion on the experiences of teachers in South Africa working with students with autism and other developmental delays

Day 2

• Setting up for success: gaining attention and creating opportunities for social communication
• Creating communication motivation: sharing control through choices and turn-taking
• Focus group discussion on the cultural and community fit of these strategies

Day 3

• Continuation of creating communication motivation: reinforcing communication attempts
• Expanding communication skills: using reinforcement and incorporating multiple descriptive language components
• Focus group discussion on applications, barriers, and possible adaptations for South African educational settings

Data Collection and Analysis Plan

Quantitative data

A pre- and post-training survey measured participants’ knowledge, comfort, and confidence implementing NI strategies, as well as alignment of these practices with personal and community values. These surveys have been completed, and quantitative analysis is currently underway. A follow-up survey will be distributed in the coming weeks to assess implementation and sustainability.

Qualitative data

Daily focus group discussions captured perspectives on cultural alignment, feasibility, and necessary adaptations for NI strategies. Transcripts will be coded thematically, with qualitative analysis scheduled to begin in Fall 2025.

Dissemination Plan

Presentations

The MU team will present findings at the Association for Behavior Analysis International (ABAI) conference in Lisbon (November 2025) and submit to the International Society for Autism Research (INSAR) 2026 annual meeting. The UWC team will present at UWC-hosted events and a national South African conference in November 2025.

Publications

Two peer-reviewed manuscripts are planned:

1. An analysis of increases in knowledge and the cultural/community fit of NI strategies among South African teachers.
2. A qualitative study exploring the experiences of teachers of students with autism and other developmental delays in South Africa.

Potential Next Steps

The MU and UWC collaborative team is exploring opportunities for continued collaboration, including the possibility of remote video coaching with fidelity feedback to support teachers in implementing NI strategies in their classrooms.

Acknowledgements

We gratefully acknowledge the UMSAEP program for funding and facilitating this collaboration, our UWC colleagues for their partnership and support, and the 34 participating teachers for their dedication to improving outcomes for children with autism and developmental delays.

References

Bateman, C. (2013). Autism–mitigating a global epidemic. South African Medical Journal, 103, 276–278. doi:10.7196/SAMJ.6915

Divan, G., Hamdani, S. U., Vajartkar, V., Minhas, A., Taylor, C., Aldred, C., Leadbitter, K., Rahman, A., Green, J., & Patel, V. (2015). Adapting an evidence-based intervention for autism spectrum disorder for scaling up in resource-constrained settings: The development of the PASS intervention in South Asia. Global Health Action, 8, 27278. doi:10.3402/gha.v8.27278

Faja, S., & Dawson, G. (2006). Early intervention for autism. In J. L. Luby (Ed.), Handbook of Preschool Mental Health: Development, Disorders, and Treatment. Guilford Press.

Franz, L., Adewumi, K., Chambers, N., Viljoen, M., Baumgartner, J. N., & de Vries, P. J. (2018). Providing early detection and early intervention for autism spectrum disorder in South Africa: Stakeholder perspectives from the Western Cape province. Journal of Child & Adolescent Mental Health, 30(3), 149–165.

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yucesoy-Ozkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51, 4013– 4032.

Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2014). The effects of parent-implemented Enhanced Milieu Teaching on the social communication of children who have autism. Early Education and Development, 15, 295–315.

Reichow, B., Servili, C., Yasamy, M. T., Barbui, C., & Saxena, S. (2013). Non-specialist psychosocial interventions for children and adolescents with intellectual disability or lower-functioning autism spectrum disorders: A systematic review. PLoS Medicine, 10(12), e1001572. doi:10.1371/journal.pmed.1001572

Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411–2428.