Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities

Autor/inn/en	Walker, Virginia L.; DeSpain, Stephanie N.; Thompson, James R.
Titel	Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities
Quelle	In: Exceptionality, 27 (2019) 4, S.262-277 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1480947
Schlagwörter	Learning Modules; Online Courses; Educational Technology; Technology Uses in Education; Students with Disabilities; Multiple Disabilities; Reinforcement; Program Effectiveness; Teamwork; Professional Development; Special Education Teachers; Paraprofessional School Personnel; Communication Skills; Rural Schools; Elementary Schools; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Learning module; Lernmodul; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; Positive Verstärkung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kommunikationsstil; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule
Abstract	The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11