Part 10
10
The Dilemma facing Autistic students in after school program; The Boys and Girls club of America. Strategic Research Project Comment by Mary Clisbee: You need an actual title
by
Rubineschia Wilkins-McArthur
A Strategic Research Project Submitted to the
Abraham S. Fischler College of Education
and School of Criminal Justice in Partial
Fulfillment of the Requirements for the
Degree of Doctor of Education
Nova Southeastern University
2022
Approval Page
This strategic research project was submitted by Rubineschia Wilkins-McArthur under the direction of the persons listed below. It was submitted to the Abraham S. Fischler College of Education and School of Criminal Justice and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University.
Mary Clisblee,PhD Comment by Mary Clisbee: Mary Clisbee, EdD
Faculty Member
Kimberly Durham, PsyD
Dean
Statement of Original Work
I declare the following:
I have read the Code of Student Conduct and Academic Responsibility as described in the Student Handbook of Nova Southeastern University. This Strategic Research Project represents my original work, except where I have acknowledged the ideas, words, or material of other authors.
Where another author’s ideas have been presented in this Strategic Research Project, I have acknowledged the author’s ideas by citing them in the required style.
Where another author’s words have been presented in this Strategic Research Project, I have acknowledged the author’s words by using appropriate quotation devices and citations in the required style.
I have obtained permission from the author or publisher—in accordance with the required guidelines—to include any copyrighted material (e.g., tables, figures, survey instruments, large portions of text) in this Strategic Research Project manuscript.
Rubineschia Wilkins-McArthur
Name
April 17, 2022
Date
Acknowledgments
I would like to take this time out to say with great gratitude thank you Jesus for seeing me through this tedious and challenging journey.
Most of all, from the bottom of my heart I would like to thank the following instructors: Dr. Charlene Desir, Dr. Michael Gaffley, Dr. Gina Peyton, Dr. David Ross, Dr. Nydia Cummings, and Dr. Mary Clisbee, I would not have been able to complete this research to obtain my Doctoral degree. Your expertise and knowledge into my subject matter steered me through this journey to greatness. I truly appreciated the feedback and encouragement to keep pushing forward.
Lastly, acknowledgements wouldn’t be complete without thanking the people I’ve worked alongside with correcting the problems on this strategic research project. Honestly, without these people I would be lacking the knowledge I have gain today.
For me, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” -Maya Angelou
Dedication
Jesus looked at them and said, with man this is impossible, but with God all things are possible. -Matthew 19:26
I dedicate this Doctorate to my mother, Dr. Charlotte Wilkins. My first teacher a strong and gentle soul who taught me to stand on Gods promises, believe in hard work, and trust that much could be done with little. I thank you for going before me giving me a clear picture of what it looks like to beat the odds. To my husband Chauncey McArthur, thank you for being my rock, my safe place to land, my inspiration and my heart. Thank you for giving me your unwavering support throughout this process. To my sons “three young kings,” Chauncey, Denim and King. My greatest blessings you are, I thank you for giving me my why. In a world full of troubles and sorrow, you have been the light that kept me going, always remember, you are stronger than you seem, braver than you believe, smarter than you think and loved more then you know. To my daughter, Young Queen Royalty. The beautiful gift I receive from God four months before obtaining my Doctoral degree. My life is so magical because of you, thank you for giving me the strength I didn’t know I had. Baby Doll, you taught me the true meaning of peace and the power of prayer, in which all things I manifested I’m a different person compared to who I was this time last year because of you. To my sister Austrea Wilkins, I thank you for showing me the world in birds eye view and living a healthy unapologetic life. There is no better friend than a sister and there is no better sister than you. To my God Daughters, Chloe and Qimani. I love you both to life and thank you for being a beautiful extension to my family. I will always be in front of you cheering you on, behind you having your back and beside you so you will never be alone. To all my city girls, don’t just believe in your dreams believe in doing something about it! I’m just a little girl from Cherryhill in Boynton Beach, Fl who believe she could and did it. Lastly, I say thank you to all who didn’t understand my journey and my dedication throughout this process. What didn’t kill me helped build me. The best way to predict your future is to create it. -Abraham Lincoln
Executive Summary
The Dilemma facing Autistic Children in The Afterschool Program: The Boys and Girls Club of America. Rubineschia Wilkins-Mcarthur, 2022: Strategic Research Project, Nova Southeastern University, Abraham S. Fischer College of Education and School of Criminal Justice. Keywords: education, autistic, students, after school, program, boys, and girls, behavior Comment by Mary Clisbee: Needs punctuation after the word Program. A colon?
When autistic children are not in school sessions, after-school activities may offer social and behavioral stimulation outside of the classroom environment. Autism is a developmental condition that affects children’s ability to engage socially and communicate. The Boys and Girls Clubs of America seeks to assist all young people, especially the most vulnerable, in realizing their potential as productive members of their community who are creative, compassionate, and responsible citizens.
The organization also focuses on improving the lives of autistic students by exposing them to activities such as sporting and art programs that enhance their development and improves their physical and mental health. Autistic children might resist participating in outdoor activities if they were used to staying indoors, going to new places, joining social clubs such as the Boys and Girls Clubs, changing schools, and doing things at different times than they are used to. Autistic children’s resistance to change is average which makes the students prefer performing tasks through routines. The after-school programs in Boys and Girls Clubs of America offer programs that enable students of all social backgrounds, races, ethnicity, and sexual orientation to reach their full potential. Autistic children have difficulty adapting to transitions or changes to their daily routines.
It is easy to understand why autistic children dislike change because they prefer to stick to it. Students exposed to new habits are more likely to avoid such activities. Some of the solutions include hiring more specialists, spending more time with the child before initiating a change in routine, using required accommodations such as timers to assist youngsters in participating in new activities, and encouraging gradual transitioning.
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Table of Contents
Page
Part 1: Critical Analysis 1
Researcher’s Role 1
Description of the Setting 2
Organizational Background and History 3
The Mission Statement 5
The Vision Statement 6
The Value Statement 7
Organizational Reputation and Sustainability 8
Relevant Terms 8
Identify Potential Gaps or Areas for Growth 9
Strengths, Weaknesses, Opportunities, Threats (SWOT) 10
Internal Factor Evaluation (IFE) 14
External Factor Evaluation (EFE) 17
Part 2: Define the Problem 21
Synthesis of Literature Related to the Problem 21
Research Methods 26
Pertinent Models, Frameworks, or Theories 27
Summary of Findings 27
Statement of the Problem 28
Description of the Context of the Problem 29
Scope and Significance of the Problem 29
Rationale for Investigating the Problem 30
Well-Defined Problem Statement 30
Part 3: Research Possible Solutions 31
Possible Solutions 32
Possible Solutions One: Hiring more specialist 32
Possible Solutions Two: Spending more time with child before initiating a
change in routine ………………………………………………………..33
Possible Solutions Three: Using required accommodations such as timers to assist youngsters in participating in new activities……………………33
Possible Solutions Four: Encourage Gradual Transitioning 34
Part 4: Select a Solution 36
Overview of Four Potential Solutions 36
Hiring more specialist 38
Spending more time with the child before initiating a change in routine
Using required accommodations such as timers to assist youngsters in participating in new activities……………………………………………………38
Encourage gradual transitioning…………………………………………39
Discussion of Barriers 40
Hiring more specialist 40
Spending more time with the child before initiating a change in routine 41
Using required accommodations such as timers to assist youngsters in participating in new activities 42
Encourage gradual transitioning 43
Conclusion 44
Part 5: Strategies to Accomplish the Selected Solution 44
Strategy One Communicating with the parents 45
Synthesis of Literature Related to the Strategy 45
Strategy Two Using Visual aids 46
Synthesis of Literature Related to the Strategy 47
Summary 48
Part 6: Evaluation of the Strategies 49
Quantitative Strategic Plan Matrix 49
Evaluation of Internal Factor Evaluation 50
Discussion of Factors that Influence the Plan 52
Evaluation of External Factor Evaluation 54
Discussion of Factors that Influence the Plan 56
First Alternative Attractiveness Score and Benefit for the Organization 57
Second Alternative Attractiveness Score and Benefit for the Organization 58
Summary of Most Important Strategy 59
Part 7: Development of an Action Plan 60
Action Steps 62
Timeline 64
Roles and Responsibilities 64
Resources 65
Organizational Support 68
Barriers or Resistance 68
Evaluation 69
Reflection on the Overall Experience 70
Part 8: Visual Presentation of SRP 71
Part 8A: Narrative of Visual Electronic Presentation 71
Part 8B: Peer Review Questions of Peers 72
Part 8C: Oral Defense of the SRP 73
Narrative Defense of Selected Questions 74
Part 9: Conclusion 75
Findings 76
Recommendations 76
Final Conclusions 76
References 77
Appendices
A Mission Statement 85
B Vision Statement 87
C Value Statement 89
Tables
1 Strengths and Weaknesses (SWOT) Factors 12
2 Opportunities and Threats (SWOT) Factors 13
3 Internal Factor Evaluation (IFE) 14
4 External Factor Evaluation (EFE) 18
5 Evaluation of Internal Factor Evaluation 50
6 Evaluation of External Factor Evaluation 54
7 Action Plan 61
Figure
Title in Initial Caps and Lower Case #
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Part 1: Critical Analysis
Researcher’s Role
When autistic children are not in school sessions, after-school activities may offer social and behavioral stimulation outside of the classroom environment; as a former high school Mentor in the program, I am currently an Unpaid Consultant with the Boys and Girls Club of America. As a consultant with America’s Boys and Girls Club of America, I helped create a curriculum and created assessment tools to determine the program’s efficiency in character development. My responsibilities as a consultant culminate into meeting with staff and management to help understand their requirements, collecting necessary data for my research, undertaking short-term and long-term projects like this autism project to address various needs and issues. This helps me develop strategies that are fundamental to the improvement and efficiency of the organization. The Boys and Girls Club of America offers various programs like Sports & Recreation; Education; The Arts; Health & Wellness; Workforce Readiness; Character & Leadership Development; Teens & Young Adults; Initiatives; Youth of the Year; and MyFuture (Boys & Girls Clubs of America, 2021). Other programs offered in the club include programs to help autistic children develop cognitive functions, i.e., character and cognitive function development.
Autism is a developmental condition that affects children’s ability to engage socially and communicate. Autism is classified as an autism spectrum disorder (ASD) since it presents differently in everyone, ranging from mild to severe. Specific enrichment programs require admission based on a particular autism diagnosis or level of functioning on the spectrum (Monz et al., 2019). Autism, autism spectrum disorder, and pervasive developmental disorder (PDD) are terms used interchangeably to describe a set of complicated brain development problems. The condition is characterized by verbal and nonverbal communication problems, social engagement, and repetitive conduct (Monz et al., 2019). As a consultant, the focus is on character development, which I facilitate by helping children develop cognitive skills and improve their communication skills to improve their social engagement with other children in the club. PDD children have more excellent linguistic skills than autistic children do, yet they cannot talk or engage socially (Arbreton, 2009).
Many schools have specialized in treating children with autism and other developmental disorders throughout the globe, intending to assist children in living self-sufficient, prosperous lives as contributing members of their communities. The Boys and Girls Program, for example, is an excellent example of an after-school program. My role as a consultant is specific to Autism children, where I provide an individualized assessment based on character development, general autism consultancy, and social skill development.
Description of the Setting
The Clubs’ various activities support its operations and assist all after-school students, including autistic youngsters. Among the various programs offered at the Boys and Girls Club of America, I specialize in ‘The Character and Leadership Development Chapter’ whose main focus is to encourage good character, empower the youth, and make a positive impact in society (Boys & Girls Clubs of America, 2021). The Character and Leadership Development Chapter, the chapter that I was actively engaged in, prepare, and empowers children to assist and make a positive impact in their community, form meaningful relationships with others, develop a positive self-image, participate in a democratic process, and respect their own and other cultures (Arbreton, 2009). The other programs offered within the chapter for autistic children include education and professional development programs that help young people enhance their fundamental education abilities, apply what they have learned, and utilize technology to excel in their chosen field – investing in healthcare and life skills. The program teaches autistic children how to participate in healthy activities that improve their well-being, establish personal objectives, and live independently as adults (St. James, 2005)). Arts programs assist children in developing their creativity and cultural knowledge via visual arts, crafts, performing arts, and creative writing (Swigert & Boyd, 2010). They also assist pupils in enhancing their communication abilities. Sport, exercise, and leisure activities help people improve their physical health, make better use of their free time, acquire stress management techniques, and better understand the environment and society.
Some chapters of the Boys and Girls Club of America have been at the forefront of local youth development. Children between the ages of six and eighteen are welcome to join any Boys & Girls club, regardless of where they live or how much money they have. The club keeps its costs low to attract as many boys and girls as possible to enroll in its programs (Monz et al., 2019). The annual membership fee is $15.00 per year. Furthermore, it provides low-cost transportation to and from nearby schools. No one has ever been turned away due to a lack of funds. This is especially important for autistic youngsters.
Organizational Background and History
The Boys and Girls Club of America (BGC) was founded in 1860 by three women from Hartford, Connecticut, to provide a safe environment for youngsters following Mary Goodwin, Alice Goodwin, and Elizabeth Hammersley’s killing. There was a rise in the number of street children engaged in gangs, invading coffee houses, and attacking people in the streets. They founded the first group because they believed that street youngsters deserved a better life and could move away from gang life. The key to the experience was developing an environment that piqued boys’ attention, altered their behavior, and raised their expectations and goals. It was a signal indicating the start of a movement. In 1906, several Boys Clubs banded together to establish an organization. The founding of the Federated Boys Clubs of Boston in 1898, with 53 member groups, signaled the start of a national movement and creating our National Organization. Boys Clubs of America was founded in 1931 as the successor organization to the American Boys Club Federation, founded in 1910. As part of its 50th-anniversary celebrations in 1956, the Boys Clubs of America received an official proclamation from the United States Congress. In 1990, the national parent company’s name was changed to Boys and Girls Club of America to reflect that the organization now encompassed young women and children (Arbreton, 2009).
Consequently, the United States Congress amended and expanded our nation’s founding document, the Constitution. The Constitution is a binding document that outlines the club’s purpose, mission, vision, and core values that every member needs to uphold. Boys and Girls Club of America offer nearly 4 million young people a haven to discover their potential in a positive environment, preparing them for a bright future. Millions of young people are still impoverished and will be unable to overcome the gap on their own (St. James, 2005). As a result, the American Boys and Girls Club of America has made a concerted effort to help more people, especially physically or intellectually challenged ones.
The Mission Statement
As stated in its mission statement, Boys and Girls Clubs of America seeks to assist all young people, especially the most vulnerable, in realizing their potential as productive members of their community who are creative, compassionate, and responsible citizens. Boys and Girls Clubs are committed to providing a safe, healthy, and well-publicized environment for all its members to achieve their goals (Our Mission & Story, n.d.). The Boys & Girls Clubs of America encourages children and adolescents of every race, ethnicity, nationality, transgender status, sexual identity, sexual orientation, physical ability, socioeconomic situation, or religious affiliation to reach their full potential (Swigert & Boyd, 2010). The Boys and Girls Clubs of America’s mission statement emphasizes the importance of reaching underprivileged communities of young girls as their primary goal, and it is supported by a proclamation of the Organization (St. James,2005)). The phrase also implies that the company promotes the employment of various methods to assist workers in improving their overall personality development.
This shows that the stated mission is focused on human development. The Boys and Girls Clubs of America (BGCA) assist people in need to enhance their life chances. In an ideal world, the Organizations strive to bridge the gap between poor Americans and the rest of the world by helping them during one of life’s most crucial periods. This explains why the Boys and Girls Clubs of America refer to their programs as “afterschool activities.” The operations of this Organization are aimed at addressing issues affecting these children as soon as possible and giving equal opportunities for successful adult life on par with those of other children in the community (St. James,2005). The Boys and Girls Clubs of America (BGC) declare that the safety and wellbeing of its members is their priority. This is just one of the numerous ways the Organizations’ young children have a better opportunity in life by working to keep them safe.
They are improving the quality of life in the neighborhood. The Boys and Girls Clubs of America (BGCA) demonstrate in this section of their purpose and vision statement that its impact extends beyond assisting individual young members. It does this by identifying and combating the many societal problems that endanger children today, such as the marginalization of the physically and intellectually handicapped and the LGBT communities. For example, the Boys and Girls Clubs of America recognize that children’s capacity to think about and prepare for their future is impaired by fear of physical harm, which significantly affects the society in which they live. As a result, the Organizations establish favorable conditions in these cultures to guarantee that children survive and flourish. This strategy is based on the notion that when young people succeed, their communities benefit as well.
The Vision Statement
“Providing a world-class experience that convinces every young man entering our doors that achievement is within reach of all graduates on a path to high school with a long-term scheme demonstrating outstanding character and citizenship and leading a healthy lifestyle,” states the vision of Boys and Girls Clubs of America. The company aims to improve the overall outcome of its lives by creating programs that assist young people in reaching their full potential. To fulfill this aspect of its mission statement, the Boys and Girls Clubs of America provide clubs for young people and incorporate activities that positively affect their lives throughout their whole program. The following components of the Boys & Girls Clubs of America vision statement: Experiment with an excellent club atmosphere (Our Mission & Story, n.d.).
For instance, the Organization collaborates with military groups in the United States to help children whose lives are often disrupted by frequent relationships and other problems. Additionally, homeless and underprivileged indigenous youth are given a place to call home, enabling them to compete with other youth throughout the country. The Boys and Girls Clubs of America distinguish itself via these efforts from more conventional juvenile groups that do much less (Our Mission & Story, n.d.)—creating a plan. Boys and Girls Clubs of America meet the criteria of this component via a range of programs that offer hands-on skill development opportunities for all its young members. One example is developing athletic and recreational skills and refining creative talents, career guidance, character and leadership development, and other life skills, such as promoting healthy lifestyles. People who benefit from the Organization’s activities have shown their capacity to participate in democratic processes such as voting and advocating on their behalf. They participate in the club’s electoral processes and sign up for leadership positions to help make a difference.
The Value Statement
The Boys and Girls Club does not have a stipulated value statement, and however, the organization has guiding principles that guide the actions of all Boys and Girls Clubs of America workers and stakeholders. To be successful, the Boys and Girls Clubs of America must first raise public awareness of the need for assistance among youngsters (Monz et al., 2019). Furthermore, the group promises to help all adolescents in need, regardless of race, ethnic origin, or other kinds of prejudice, and it seeks the governments and well-wishers’ full support.
Organizational Reputation and Sustainability
The Organization received many honors bestowed upon former members who have lauded the group’s achievements and success. Consequently, the group has an excellent reputational credit rating. The Boys and Girls Clubs of America are funded in several ways, including via government grants. The Office of Juvenile Justice and Delinquency Prevention of the Justice Department and other federal agencies Additional funding sources include substantial donations and sponsorships from organizations and businesses like these. This adds to its continued viability and functionality.
Relevant Terms
Autism –Autism is a condition characterized by various conditions such as retarded development, social and cognitive skills, and speech problems (Munib, 2019)
Autistic children –Autistic children have difficulty communicating, have narrow interests, and need physical activities and therapy to enhance their development.
Enrichment programs –Enrichment programs are part of after school activities that give autistic children or other children a chance to develop their interests outside the classroom (Harpine, 2013)
After school programs –These are programs that teenagers or youths can voluntarily engage in outside the regular school days, usually conducted by clubs (Harpine, 2013)
Applied behavior analysis –applied behavior analysis is a scientific principle focused on analyzing behavioral and learning changes, usually among autistic children or children with related conditions, and how they are affected by the environment (John et al., 2020)
Indigenous youths –Indigenous youths are youths aged between 15 to 24 years.
Marginalized groups –Marginalized groups are highly vulnerable members of society who often suffer exclusion from public forums limiting their participation or engagement in social and political life. Examples include senior citizens, persons with autism, and cognitive impairments.
Boys and Girls Club of America-The Boys and Girls Club of America offer afterschool activities to children between 6 to 12 years to enhance their physical health improve their academic prowess and help them become better members of the community.
Identify Potential Gaps or Areas for Growth
A SWOT analysis is a tool used to analyze an organization’s strengths, weaknesses, opportunities, and threats. It enables an organization to focus on what it does well, address its shortcomings to reduce the effects of risk, and take advantage of the growth opportunities. I conducted a SWOT analysis for the After-school programs by America’s Boys and Girls Club of Americas. The SWOT analysis entails 40 internal and external factors that affect the organization. Internal factors are the strengths and weaknesses that accrue from within the organization.
In contrast, external factors outside the organization may positively or negatively impact the Character and Development Chapter of America’s Boys and Girls Club of America. A weighted score, an average of a set of grades, was used in this project during SWOT analysis calculations. A rating score was assigned to each factor and used to develop a plan to ensure the organization attains its goals.
Strengths, Weaknesses, Opportunities, Threats (SWOT)
A SWOT analysis is a tool used to analyze an organization’s strengths, weaknesses, opportunities, and threats. It enables an organization to focus on what it does well, address its shortcomings to reduce the effects of risk, and take advantage of the growth opportunities. I conducted a SWOT analysis for the Afterschool programs by the Boys and Girls Clubs of America. The SWOT Analysis entails a list of 40 internal and external factors that affect the organization. The internal factors are the strengths and weaknesses that accrue from within the organization, while the external factors are factors outside the organization that may positively or negatively impact the Boys and Girls Club of America. A rating score was assigned to each factor and used to develop a plan to ensure the organization attains its goals.
Strengths
The Boys and Girls Clubs of America have much strength to improve the children’s lives and wellbeing. These strengths include a broad financial base, a credible reputation for instilling hands-on development skills in the children and keeping their costs low to accommodate students from different backgrounds.
Weaknesses
Among the weaknesses of America’s boys and girls, clubs for autistic children include frequent disruption and disorganization from the members, lack of enough resources and specialists to attend to the children’s needs, and not dealing with the sensitive members.
Opportunities
The Boys and Girls Clubs of America have several opportunities to build on to improve the lives and wellbeing of their members. These opportunities include collaborating with the military groups and taking advantage of this collaboration to expand its operations and improve the lives of its members.
Threats
Autistic children have experiences with social phobia, excessive nervousness, intense behavior, hyperactive arousal, or appearing “shell shocked,” phobias, anti-social behaviors, rigorous workouts, and resistance to change. Such behaviors become a threat to the Boys and Girls Clubs of America, wh