[article]
| Titre : |
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package |
| Type de document : |
texte imprimé |
| Auteurs : |
Suzanne ROBINSON, Auteur |
| Année de publication : |
2011 |
| Article en page(s) : |
p.105-118 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
paraprofessionals autism Pivotal Response Treatment social communication inclusion video feedback |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. |
| En ligne : |
http://dx.doi.org/10.1177/1088357611407063 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 |
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118
|  |
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
