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

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