Effects of Instructor Training on Language Outcomes of Students with ASD

Autor/inn/en	Rittenhouse-Cea, Holly; Cho, Su-Je
Titel	Effects of Instructor Training on Language Outcomes of Students with ASD
Quelle	In: Journal of Special Education, 53 (2019) 2, S.108-118 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918807701
Schlagwörter	Autism; Pervasive Developmental Disorders; Training; Faculty Development; Feedback (Response); Incidental Learning; Language Skills; Applied Behavior Analysis; Behavior Problems; Communication Skills; Generalization + Suchen Sie Ihr Suchwort? Autismus; Ausbildung; Inzidentelles Lernen; Language skill; Sprachkompetenz; Kommunikationsstil
Abstract	This study evaluated the effects of a training package on the implementation of incidental teaching by instructors and on targeted initiations of students with autism spectrum disorder (ASD). Four instructors were introduced to incidental teaching through a 1-hr individualized training session. Specific feedback was provided for each incidental teaching session post training. Following initial training, increases in correct implementation of incidental teaching were consistently observed across instructors. The impact of training and feedback effects were measured using a multiple baseline design across participants. Findings showed that the training package increased the correct implementation of incidental teaching as well as student initiations, and produced generalized results. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01