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Détail de l'auteur
Auteur Lauryn WERMER |
Documents disponibles écrits par cet auteur (1)
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Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs / Lauryn WERMER in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs Type de document : Texte imprimé et/ou numérique Auteurs : Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur Année de publication : 2018 Article en page(s) : p.217-226 Langues : Anglais (eng) Mots-clés : staff training augmentative/alternative communication paraprofessionals autism performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226[article] Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs [Texte imprimé et/ou numérique] / Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur . - 2018 . - p.217-226.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226
Mots-clés : staff training augmentative/alternative communication paraprofessionals autism performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372