Dépouillements

Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching / Dawn W. FRASER in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.3-14 Titre : Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching Type de document : Texte imprimé et/ou numérique Auteurs : Dawn W. FRASER, Auteur ; Tamara J. MARDER, Auteur ; Laurie U. DEBETTENCOURT, Auteur ; Linda A. MYERS, Auteur ; Kristen M. KALYMON, Auteur ; Robert M. HARRELL, Auteur Article en page(s) : p.3-14 Langues : Anglais (eng) Mots-clés : mixed-reality  simulation  autism spectrum disorder  Discrete Trial Teaching  teacher training Index. décimale : PER Périodiques Résumé : Special educators are encouraged to implement evidence-based practices (EBPs) with fidelity to maximize student achievement. Two national organizations identified Discrete Trial Teaching (DTT) as an EBP for students with autism spectrum disorder (ASD). The purpose of this investigation was to determine the effects of didactic training alone (simulating traditional professional development), and the effects of adding coaching in a mixed-reality environment (TLE TeachLivE?), on special educators? implementation fidelity with DTT in their classrooms teaching students with ASD. Five special educators who had previous DTT training but were not implementing the EBP with fidelity in their classrooms participated. Results suggest didactic training alone was not sufficient to bring special educators to fidelity of implementation with DTT, but after an hour-long session in TLE TeachLivE?, participants were able to implement DTT with fidelity in their own classrooms. Special educators maintained their fidelity of implementation up to 8 weeks after the conclusion of the intervention. En ligne : https://doi.org/10.1177/1088357619844696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching [Texte imprimé et/ou numérique] / Dawn W. FRASER, Auteur ; Tamara J. MARDER, Auteur ; Laurie U. DEBETTENCOURT, Auteur ; Linda A. MYERS, Auteur ; Kristen M. KALYMON, Auteur ; Robert M. HARRELL, Auteur . - p.3-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.3-14 Mots-clés : mixed-reality  simulation  autism spectrum disorder  Discrete Trial Teaching  teacher training Index. décimale : PER Périodiques Résumé : Special educators are encouraged to implement evidence-based practices (EBPs) with fidelity to maximize student achievement. Two national organizations identified Discrete Trial Teaching (DTT) as an EBP for students with autism spectrum disorder (ASD). The purpose of this investigation was to determine the effects of didactic training alone (simulating traditional professional development), and the effects of adding coaching in a mixed-reality environment (TLE TeachLivE?), on special educators? implementation fidelity with DTT in their classrooms teaching students with ASD. Five special educators who had previous DTT training but were not implementing the EBP with fidelity in their classrooms participated. Results suggest didactic training alone was not sufficient to bring special educators to fidelity of implementation with DTT, but after an hour-long session in TLE TeachLivE?, participants were able to implement DTT with fidelity in their own classrooms. Special educators maintained their fidelity of implementation up to 8 weeks after the conclusion of the intervention. En ligne : https://doi.org/10.1177/1088357619844696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Assessing Parents’ Treatment Fidelity: A Survey of Practitioners in Home Settings / Lindsay M. FALLON in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.15-25 Titre : Assessing Parents’ Treatment Fidelity: A Survey of Practitioners in Home Settings Type de document : Texte imprimé et/ou numérique Auteurs : Lindsay M. FALLON, Auteur ; Sadie C. CATHCART, Auteur ; Lisa M. Hagermoser SANETTI, Auteur Article en page(s) : p.15-25 Langues : Anglais (eng) Mots-clés : treatment fidelity  parents  home settings Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and other developmental disabilities may benefit from home-based interventions to promote positive, prosocial behavior. Frequently, a practitioner (e.g., behavior analyst) provides training and support to parents to achieve behavior change. When this occurs, progress-monitoring data pertaining to both treatment fidelity and child outcomes are important to deciding if supports delivered are effective. Yet, little is known about treatment fidelity assessment in this setting. In the current study, behavior analysts working across the United States in homes (n = 314) were surveyed. Results indicate that nearly all participants reported having received some or extensive training on the importance of treatment fidelity. Most respondents also indicated that treatment fidelity is assessed in at least 30% of sessions in homes when working with parents, primarily by means of direct observation versus indirect methods. Implications for future consultation research and the practice are provided. En ligne : https://doi.org/10.1177/1088357619866192 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Assessing Parents’ Treatment Fidelity: A Survey of Practitioners in Home Settings [Texte imprimé et/ou numérique] / Lindsay M. FALLON, Auteur ; Sadie C. CATHCART, Auteur ; Lisa M. Hagermoser SANETTI, Auteur . - p.15-25. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.15-25 Mots-clés : treatment fidelity  parents  home settings Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and other developmental disabilities may benefit from home-based interventions to promote positive, prosocial behavior. Frequently, a practitioner (e.g., behavior analyst) provides training and support to parents to achieve behavior change. When this occurs, progress-monitoring data pertaining to both treatment fidelity and child outcomes are important to deciding if supports delivered are effective. Yet, little is known about treatment fidelity assessment in this setting. In the current study, behavior analysts working across the United States in homes (n = 314) were surveyed. Results indicate that nearly all participants reported having received some or extensive training on the importance of treatment fidelity. Most respondents also indicated that treatment fidelity is assessed in at least 30% of sessions in homes when working with parents, primarily by means of direct observation versus indirect methods. Implications for future consultation research and the practice are provided. En ligne : https://doi.org/10.1177/1088357619866192 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses / Christopher W. TARR in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.26-35 Titre : The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses Type de document : Texte imprimé et/ou numérique Auteurs : Christopher W. TARR, Auteur ; Ashlea RINEER-HERSHEY, Auteur ; Karen LARWIN, Auteur Article en page(s) : p.26-35 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  self-stimulatory  behavior  intervention  antecedent modifications  positive behavior supports Index. décimale : PER Périodiques Résumé : Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies (n = 54) that included nine effect sizes ranging from d = ?.85 to .31. Study 1 yielded an overall effect size of d = ?.463. Study 2 produced six single subject design studies (n = 13) that included 48 effect sizes ranging from d = ?1 to .5156. Study 2 yielded an overall effect size of d = ?.456. Study 3 combined all 10 studies (n = 67) that included effect sizes ranging from d = ?1 to .5156. The n = 10 articles combined produced an overall effect size of d = ?.456. The effect sizes demonstrate that physical exercise does have the potential to decrease stereotypic behaviors in individuals with autism. En ligne : https://doi.org/10.1177/1088357619881220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses [Texte imprimé et/ou numérique] / Christopher W. TARR, Auteur ; Ashlea RINEER-HERSHEY, Auteur ; Karen LARWIN, Auteur . - p.26-35. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.26-35 Mots-clés : autism spectrum disorders  self-stimulatory  behavior  intervention  antecedent modifications  positive behavior supports Index. décimale : PER Périodiques Résumé : Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies (n = 54) that included nine effect sizes ranging from d = ?.85 to .31. Study 1 yielded an overall effect size of d = ?.463. Study 2 produced six single subject design studies (n = 13) that included 48 effect sizes ranging from d = ?1 to .5156. Study 2 yielded an overall effect size of d = ?.456. Study 3 combined all 10 studies (n = 67) that included effect sizes ranging from d = ?1 to .5156. The n = 10 articles combined produced an overall effect size of d = ?.456. The effect sizes demonstrate that physical exercise does have the potential to decrease stereotypic behaviors in individuals with autism. En ligne : https://doi.org/10.1177/1088357619881220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Parent Perspectives of Their Involvement in IEP Development for Children With Autism / Jennifer A. KURTH in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.36-46 Titre : Parent Perspectives of Their Involvement in IEP Development for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer A. KURTH, Auteur ; Hailey LOVE, Auteur ; Jody PIRTLE, Auteur Article en page(s) : p.36-46 Langues : Anglais (eng) Mots-clés : parent satisfaction  collaboration  educational decision-making Index. décimale : PER Périodiques Résumé : The present study investigated parents? experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child?s school experience. Sequential regressions revealed parents? satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child?s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school?parent partnerships are described. En ligne : https://doi.org/10.1177/1088357619842858 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Parent Perspectives of Their Involvement in IEP Development for Children With Autism [Texte imprimé et/ou numérique] / Jennifer A. KURTH, Auteur ; Hailey LOVE, Auteur ; Jody PIRTLE, Auteur . - p.36-46. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.36-46 Mots-clés : parent satisfaction  collaboration  educational decision-making Index. décimale : PER Périodiques Résumé : The present study investigated parents? experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child?s school experience. Sequential regressions revealed parents? satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child?s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school?parent partnerships are described. En ligne : https://doi.org/10.1177/1088357619842858 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54 Titre : Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation Type de document : Texte imprimé et/ou numérique Auteurs : Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : teacher self-efficacy  autism spectrum disorder  teacher stress  teacher engagement  social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation [Texte imprimé et/ou numérique] / Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - p.47-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54 Mots-clés : teacher self-efficacy  autism spectrum disorder  teacher stress  teacher engagement  social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder / Emily S. L. CURIEL in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.55-64 Titre : Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily S. L. CURIEL, Auteur ; Judah B. AXE, Auteur ; Diane M. SAINATO, Auteur ; Howard GOLDSTEIN, Auteur Article en page(s) : p.55-64 Langues : Anglais (eng) Mots-clés : matrix training  autism  generative outcomes Index. décimale : PER Périodiques Résumé : Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling. En ligne : https://doi.org/10.1177/1088357619881216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Emily S. L. CURIEL, Auteur ; Judah B. AXE, Auteur ; Diane M. SAINATO, Auteur ; Howard GOLDSTEIN, Auteur . - p.55-64. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.55-64 Mots-clés : matrix training  autism  generative outcomes Index. décimale : PER Périodiques Résumé : Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling. En ligne : https://doi.org/10.1177/1088357619881216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417