Literaturnachweis - Detailanzeige
| Autor/inn/en | Bishop, Michele R.; Kenzer, Amy L. |
|---|---|
| Titel | Teaching Behavioral Therapists to Conduct Brief Preference Assessments during Therapy Sessions |
| Quelle | In: Research in Autism Spectrum Disorders, 6 (2012) 1, S.450-457 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1750-9467 |
| DOI | 10.1016/j.rasd.2011.07.005 |
| Schlagwörter | Video Technology; Feedback (Response); Therapy; Behavior Modification; Allied Health Personnel; Group Instruction; Lecture Method; Role Models; Role Playing; Skill Development; Stimuli; Teaching Methods; Evaluation |
| Abstract | The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30 s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions. (Contains 3 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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