Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164 Titre : Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur Article en page(s) : p.153-164 Mots-clés : paraprofessionals  severe disabilities  performance feedback  observational learning  personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur . - p.153-164. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164 Mots-clés : paraprofessionals  severe disabilities  performance feedback  observational learning  personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.67-78 Titre : Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Jaclyn M. DYNIA, Auteur ; Scott A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur Article en page(s) : p.67-78 Mots-clés : autism spectrum disorder, evidence-based practice, research-to-practice gap Index. décimale : PER Périodiques Résumé : Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes. En ligne : https://doi.org/10.1177/1088357619881217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Jaclyn M. DYNIA, Auteur ; Scott A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur . - p.67-78. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.67-78 Mots-clés : autism spectrum disorder, evidence-based practice, research-to-practice gap Index. décimale : PER Périodiques Résumé : Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes. En ligne : https://doi.org/10.1177/1088357619881217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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