Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R) / Rahul NAIR in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1081-1087 Titre : Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R) Type de document : texte imprimé Auteurs : Rahul NAIR, Auteur ; Anuradha DUTT, Auteur ; Tine NIELSEN, Auteur Article en page(s) : p.1081-1087 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Functional behavior assessments and interventions  Rasch model  Scale validation  Teacher training Index. décimale : PER Périodiques Résumé : Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a 'don't know' option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to - 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers. En ligne : http://dx.doi.org/10.1007/s10803-019-04286-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R) [texte imprimé] / Rahul NAIR, Auteur ; Anuradha DUTT, Auteur ; Tine NIELSEN, Auteur . - p.1081-1087. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1081-1087 Mots-clés : Autism spectrum disorders  Functional behavior assessments and interventions  Rasch model  Scale validation  Teacher training Index. décimale : PER Périodiques Résumé : Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a 'don't know' option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to - 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers. En ligne : http://dx.doi.org/10.1007/s10803-019-04286-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis / Anuradha DUTT in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1976-1987 Titre : Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis Type de document : texte imprimé Auteurs : Anuradha DUTT, Auteur ; Marilyn TAN, Auteur ; Sivakumar ALAGUMALAI, Auteur ; Rahul NAIR, Auteur Article en page(s) : p.1976-1987 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Functional behavior assessments and interventions  Rasch Measurement Model  Scale validation  Teacher training Index. décimale : PER Périodiques Résumé : Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior interventions. The validation for the Ability in Behaviour Assessment and Interventions for Teachers (ABAIT) adopted the Delphi method for developing consensus followed by the application of Rasch Measurement Model (RMM). RMM among 292 special educators reported appropriate infit (0.84-1.11), outfit (0.94-1.05), and item separation reliability (0.99), though some items reported low point-biserial correlation. The ABAIT was developed with expert consensus and was found to have a suitable fit with RMM. En ligne : http://dx.doi.org/10.1007/s10803-019-03887-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Development and Validation of the Ability in Behavior Assessment and Interventions for Teachers Using Delphi Technique and Rasch Analysis [texte imprimé] / Anuradha DUTT, Auteur ; Marilyn TAN, Auteur ; Sivakumar ALAGUMALAI, Auteur ; Rahul NAIR, Auteur . - p.1976-1987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1976-1987 Mots-clés : Autism spectrum disorders  Functional behavior assessments and interventions  Rasch Measurement Model  Scale validation  Teacher training Index. décimale : PER Périodiques Résumé : Functional Behavior Assessment (FBA) and behavior interventions have been effective in the management of challenging behavior among children with developmental disabilities including autism spectrum disorders. Research suggests the need for valid measurement instruments for verifying, calibrating and scoring competence in FBA and behavior interventions. The validation for the Ability in Behaviour Assessment and Interventions for Teachers (ABAIT) adopted the Delphi method for developing consensus followed by the application of Rasch Measurement Model (RMM). RMM among 292 special educators reported appropriate infit (0.84-1.11), outfit (0.94-1.05), and item separation reliability (0.99), though some items reported low point-biserial correlation. The ABAIT was developed with expert consensus and was found to have a suitable fit with RMM. En ligne : http://dx.doi.org/10.1007/s10803-019-03887-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program / Gloria C. LAW in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101411 Titre : Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program Type de document : texte imprimé Auteurs : Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur Article en page(s) : p.101411 Langues : Anglais (eng) Mots-clés : Autism  Fidelity  Mobile app enabled training  Teacher training  Implementation  Evidence based intervention  Naturalistic developmental behavioural intervention (NDBI)  Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program [texte imprimé] / Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur . - p.101411. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101411 Mots-clés : Autism  Fidelity  Mobile app enabled training  Teacher training  Implementation  Evidence based intervention  Naturalistic developmental behavioural intervention (NDBI)  Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder / Gloria C. LAW in Autism, 22-4 (May 2018)  

Public ISBD [article]  inAutism > 22-4 (May 2018) . - p.424-439 Titre : The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder Type de document : texte imprimé Auteurs : Gloria C. LAW, Auteur ; Maureen NEIHART, Auteur ; Anuradha DUTT, Auteur Article en page(s) : p.424-439 Langues : Anglais (eng) Mots-clés : autism intervention  behavior modeling training  mobile technology  naturalistic developmental and behavioral intervention  parent training Index. décimale : PER Périodiques Résumé : Communication intervention in early life can significantly impact long-term outcomes for young children with autism. Parents can be vital resources in the midst of the current manpower shortage. Map4speech is a new mobile application developed for parents of children with autism spectrum disorder. It is specially designed to provide high-quality, interactive learning, coupled with frequent feedback and live coaching to train parents in a naturalistic language intervention. A multiple-baseline single-case experimental design was conducted across three parent-child dyads. Results indicate that procedural integrity of parents' intervention techniques was above 85% during post-training intervention, and their respective children showed increases in spontaneous word/gesture use. The results show that mobile applications with feedback can be a promising means for improving efficiency and effectiveness in disseminating evidence-based practices for autism intervention. En ligne : http://dx.doi.org/10.1177/1362361316683887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 [article] The use of behavior modeling training in a mobile app parent training program to improve functional communication of young children with autism spectrum disorder [texte imprimé] / Gloria C. LAW, Auteur ; Maureen NEIHART, Auteur ; Anuradha DUTT, Auteur . - p.424-439. Langues : Anglais (eng) in Autism > 22-4 (May 2018) . - p.424-439 Mots-clés : autism intervention  behavior modeling training  mobile technology  naturalistic developmental and behavioral intervention  parent training Index. décimale : PER Périodiques Résumé : Communication intervention in early life can significantly impact long-term outcomes for young children with autism. Parents can be vital resources in the midst of the current manpower shortage. Map4speech is a new mobile application developed for parents of children with autism spectrum disorder. It is specially designed to provide high-quality, interactive learning, coupled with frequent feedback and live coaching to train parents in a naturalistic language intervention. A multiple-baseline single-case experimental design was conducted across three parent-child dyads. Results indicate that procedural integrity of parents' intervention techniques was above 85% during post-training intervention, and their respective children showed increases in spontaneous word/gesture use. The results show that mobile applications with feedback can be a promising means for improving efficiency and effectiveness in disseminating evidence-based practices for autism intervention. En ligne : http://dx.doi.org/10.1177/1362361316683887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361

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