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

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