[article]
| Titre : |
Teaching behavioral therapists to conduct brief preference assessments during therapy sessions |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Michele R. BISHOP, Auteur ; Amy KENZER, Auteur |
| Année de publication : |
2012 |
| Article en page(s) : |
p.450-457 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Preference assessment Autism Staff training |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30 s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2011.07.005 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 |
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.450-457
[article] Teaching behavioral therapists to conduct brief preference assessments during therapy sessions [Texte imprimé et/ou numérique] / Michele R. BISHOP, Auteur ; Amy KENZER, Auteur . - 2012 . - p.450-457. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.450-457
| Mots-clés : |
Preference assessment Autism Staff training |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30 s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2011.07.005 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 |
|
Teaching behavioral therapists to conduct brief preference assessments during therapy sessions in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
