Literaturnachweis - Detailanzeige
| Autor/inn/en | Cardinal, Jennifer R.; Gabrielsen, Terisa P.; Young, Ellie L.; Hansen, Blake D.; Kellems, Ryan; Hoch, Hannah; Nicksic-Springer, Taryn; Knorr, James |
|---|---|
| Titel | Discrete Trial Teaching Interventions for Students with Autism: Web-Based Video Modeling for Paraprofessionals |
| Quelle | In: Journal of Special Education Technology, 32 (2017) 3, S.138-148 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643417704437 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Teaching Methods; Mild Intellectual Disability; Moderate Intellectual Disability; Paraprofessional School Personnel; Role; Video Technology; Modeling (Psychology); Feedback (Response); Verbal Communication; Program Effectiveness; Behavior Modification; Educational Technology; Technology Uses in Education; Charter Schools; Special Schools; Special Education; Check Lists; Skill Development; Intervention Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Modeling; Modelling; Modellierung; Behaviour modification; Verhaltensänderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Charter school; Charter-Schule; Special school; Sonderschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Checkliste; Kompetenzentwicklung; Qualifikationsentwicklung |
| Abstract | Delivering individualized learning interventions to students with autism spectrum disorder (ASD) is daunting for education professionals already stretched to capacity meeting needs of all of their students. Paraprofessionals (paraeducators) can assume integral roles in classroom support and management, but they may not be consistently trained in delivery of specialized intervention and instructional methods. We looked at using the technology of web-based video modeling with additional brief, in-person verbal corrective feedback to increase fidelity in paraprofessionals' delivery of instruction using discrete trial teaching (DTT), an applied behavioral analysis (ABA) intervention for youth with ASD that has extensive research showing effectiveness. Students (n = 4) were ages 6-11 with ASD and mild to moderate intellectual disability. Paraprofessionals (n = 4) had minimal or no prior training in DTT or ABA. Over 4-6 weeks, results included large effect sizes for fidelity improvement of paraprofessionals and skill improvement in students. By the end of the intervention, all paraprofessionals reached 90% fidelity. Social validity was strongly endorsed by the paraprofessionals. These results have implications for schools with skilled personnel shortages, particularly in rural and other underserved areas. (As Provided). |
| Anmerkungen | SAGE Publications. 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 |
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