Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis / Reem MUHARIB in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.613-631 Titre : Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Reem MUHARIB, Auteur ; Virginia L. WALKER, Auteur ; Fahad ALRESHEED, Auteur ; Stephanie GEROW, Auteur Article en page(s) : p.613-631 Langues : Anglais (eng) Mots-clés : Challenging behavior  Communicative behavior  Developmental disabilities  Multiple schedules of reinforcement Index. décimale : PER Périodiques Résumé : In this review, we summarized and meta-analyzed 35 single-case intervention studies that involved the use of multiple schedules of reinforcement with 78 individuals with intellectual and developmental disabilities. Based on Tau-U calculations, multiple schedules of reinforcement produced an overall large effect for appropriate communicative behavior and an overall moderate effect for challenging behavior. To evaluate variability in study outcomes, we conducted moderator analyses across 21 variables using the Kruskal-Wallis one-way ANOVA test. Our findings suggest that the use of response prompts significantly moderated the effects of multiple schedules of reinforcement for appropriate communicative behaviors. We discuss these findings and provide implications for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-020-04569-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis [Texte imprimé et/ou numérique] / Reem MUHARIB, Auteur ; Virginia L. WALKER, Auteur ; Fahad ALRESHEED, Auteur ; Stephanie GEROW, Auteur . - p.613-631. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.613-631 Mots-clés : Challenging behavior  Communicative behavior  Developmental disabilities  Multiple schedules of reinforcement Index. décimale : PER Périodiques Résumé : In this review, we summarized and meta-analyzed 35 single-case intervention studies that involved the use of multiple schedules of reinforcement with 78 individuals with intellectual and developmental disabilities. Based on Tau-U calculations, multiple schedules of reinforcement produced an overall large effect for appropriate communicative behavior and an overall moderate effect for challenging behavior. To evaluate variability in study outcomes, we conducted moderator analyses across 21 variables using the Kruskal-Wallis one-way ANOVA test. Our findings suggest that the use of response prompts significantly moderated the effects of multiple schedules of reinforcement for appropriate communicative behaviors. We discuss these findings and provide implications for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-020-04569-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training / Virginia L. WALKER ; Melissa C. TAPP ; Megan E. CARPENTER in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.211-222 Titre : Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Melissa C. TAPP, Auteur ; Megan E. CARPENTER, Auteur Article en page(s) : p.211-222 Langues : Anglais (eng) Mots-clés : paraeducators  functional communication training  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study was to evaluate the effectiveness of special education teacher-delivered training on paraeducator implementation of FCT for students with ASD. Paraeducator FCT implementation included delivery of a teacher-identified response prompting system to teach a predetermined functionally equivalent communicative response. All paraeducators delivered FCT with high levels of implementation after receiving training, with two paraeducators requiring additional follow-up coaching to meet the criteria for mastery. We present implications for practice and future research directions as it relates to developing effective training systems for paraeducators who support students with ASD. En ligne : https://dx.doi.org/10.1177/10883576221130715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Melissa C. TAPP, Auteur ; Megan E. CARPENTER, Auteur . - p.211-222. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.211-222 Mots-clés : paraeducators  functional communication training  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study was to evaluate the effectiveness of special education teacher-delivered training on paraeducator implementation of FCT for students with ASD. Paraeducator FCT implementation included delivery of a teacher-identified response prompting system to teach a predetermined functionally equivalent communicative response. All paraeducators delivered FCT with high levels of implementation after receiving training, with two paraeducators requiring additional follow-up coaching to meet the criteria for mastery. We present implications for practice and future research directions as it relates to developing effective training systems for paraeducators who support students with ASD. En ligne : https://dx.doi.org/10.1177/10883576221130715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Titre : Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur Article en page(s) : p.238-248 Langues : Anglais (eng) Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur . - p.238-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder / Christan Grygas COOGLE in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.227-238 Titre : Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christan Grygas COOGLE, Auteur ; Virginia L. WALKER, Auteur ; Jennifer OTTLEY, Auteur ; Darcey ALLAN, Auteur ; Daniel IRWIN, Auteur Article en page(s) : p.227-238 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals? perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals? responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals? perceptions align with their practice. En ligne : https://doi.org/10.1177/10883576211073699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christan Grygas COOGLE, Auteur ; Virginia L. WALKER, Auteur ; Jennifer OTTLEY, Auteur ; Darcey ALLAN, Auteur ; Daniel IRWIN, Auteur . - p.227-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.227-238 Index. décimale : PER Périodiques Résumé : There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals? perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals? responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals? perceptions align with their practice. En ligne : https://doi.org/10.1177/10883576211073699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Teaching Paraprofessionals to Implement Function-Based Interventions / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.114-123 Titre : Teaching Paraprofessionals to Implement Function-Based Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Martha E. SNELL, Auteur Article en page(s) : p.114-123 Langues : Anglais (eng) Mots-clés : challenging behavior, function-based intervention, coaching, paraprofessional Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students? appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616673561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Teaching Paraprofessionals to Implement Function-Based Interventions [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Martha E. SNELL, Auteur . - p.114-123. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.114-123 Mots-clés : challenging behavior, function-based intervention, coaching, paraprofessional Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students? appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616673561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review / R. MUHARIB in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Permalink

---

1 (1 - 6 / 6)