Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities / Rose A. MASON in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707 Titre : Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities Type de document : texte imprimé Auteurs : Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur Article en page(s) : p.1696-1707 Langues : Anglais (eng) Mots-clés : Paraprofessionals  Developmental disabilities  Autism  Coaching  Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities [texte imprimé] / Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur . - p.1696-1707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707 Mots-clés : Paraprofessionals  Developmental disabilities  Autism  Coaching  Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace / Howard P. WILLS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Titre : Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace Type de document : texte imprimé Auteurs : Howard P. WILLS, Auteur ; Rose A. MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.9-18 Langues : Anglais (eng) Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace [texte imprimé] / Howard P. WILLS, Auteur ; Rose A. MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.9-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism / Raia ROSENBLOOM in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5047-5062 Titre : The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism Type de document : texte imprimé Auteurs : Raia ROSENBLOOM, Auteur ; Howard P. WILLS, Auteur ; Rose A. MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Benjamin A. MASON, Auteur Article en page(s) : p.5047-5062 Langues : Anglais (eng) Mots-clés : Autism  Behavior  I-Connect  Self-monitoring  Technology Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice for addressing challenging behaviors and improving pro-social behaviors for individuals with ASD. Self-monitoring procedures utilizing a handheld computer-based technology is an unobtrusive and innovative way of implementing the intervention. A withdrawal design was employed to assess the effectiveness of a technologically-delivered self-monitoring intervention (I-Connect) in improving on-task and task completion behaviors and decreasing disruptive behavior with four adolescents with ASD. Results demonstrated improvements in on-task and task completion behaviors across all four participants and disruptive behavior improved for two participants. En ligne : http://dx.doi.org/10.1007/s10803-019-04209-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism [texte imprimé] / Raia ROSENBLOOM, Auteur ; Howard P. WILLS, Auteur ; Rose A. MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Benjamin A. MASON, Auteur . - p.5047-5062. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5047-5062 Mots-clés : Autism  Behavior  I-Connect  Self-monitoring  Technology Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice for addressing challenging behaviors and improving pro-social behaviors for individuals with ASD. Self-monitoring procedures utilizing a handheld computer-based technology is an unobtrusive and innovative way of implementing the intervention. A withdrawal design was employed to assess the effectiveness of a technologically-delivered self-monitoring intervention (I-Connect) in improving on-task and task completion behaviors and decreasing disruptive behavior with four adolescents with ASD. Results demonstrated improvements in on-task and task completion behaviors across all four participants and disruptive behavior improved for two participants. En ligne : http://dx.doi.org/10.1007/s10803-019-04209-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect / Stephen A. CRUTCHFIELD in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1146-1155 Titre : Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect Type de document : texte imprimé Auteurs : Stephen A. CRUTCHFIELD, Auteur ; Rose A. MASON, Auteur ; Angela CHAMBERS, Auteur ; Howard P. WILLS, Auteur ; Benjamin A. MASON, Auteur Article en page(s) : p.1146-1155 Langues : Anglais (eng) Mots-clés : Autism  Self-monitoring  Stereotypic behavior  Technology-based application Index. décimale : PER Périodiques Résumé : Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2272-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect [texte imprimé] / Stephen A. CRUTCHFIELD, Auteur ; Rose A. MASON, Auteur ; Angela CHAMBERS, Auteur ; Howard P. WILLS, Auteur ; Benjamin A. MASON, Auteur . - p.1146-1155. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1146-1155 Mots-clés : Autism  Self-monitoring  Stereotypic behavior  Technology-based application Index. décimale : PER Périodiques Résumé : Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, there is limited evidence for its utility for decreasing stereotypy, particularly for adolescents in school settings. This study evaluated the functional relationship between I-Connect, a technology-delivered self-monitoring program, and decreases in the level of stereotypy for two students with ASD in the school setting utilizing a withdrawal design with an embedded multiple baseline across participants. Both students demonstrated a marked decrease in stereotypy with the introduction of the self-monitoring application. Results and implications for practice and future research will be discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2272-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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