[article] 
inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.11-17

Titre :	Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Doreen GRANPEESHEH, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Catherine A. PETERS, Auteur ; Kathleen THOMPSON, Auteur ; Amy KENZER, Auteur
Année de publication :	2010
Article en page(s) :	p.11-17
Langues :	Anglais (eng)
Mots-clés :	Autism-spectrum-disorders Applied-behavior-analysis eLearning Staff-training
Index. décimale :	PER Périodiques
Résumé :	Applied Behavior Analytic (ABA) treatment for children with autism spectrum disorders (ASDs) has been demonstrated to produce significant treatment effects across multiple studies ([Eikeseth, 2009] and [Eldevik et al., 2009]). Despite the demonstrated effectiveness of ABA, there continues to be a lack of trained clinicians to provide the treatment. Traditional training approaches include lecture, group discussion, and role-playing formats. However, alternative training approaches may need to be developed to increase the efficiency of training and/or to disseminate training opportunities to remote regions. One such possibility is eLearning, wherein trainees interact with computer training programs, rather than, or in addition to, live human trainers. Despite the potential contributions of eLearning training approaches, no previous research of which we are aware has evaluated eLearning approaches to training behavioral therapists in ABA principles and procedures for the treatment of autism. In this study, we evaluated an eLearning tool that was developed for training newly hired behavioral therapists in academic knowledge of ABA treatment for children with autism. We compared outcomes for a group of trainees who received eLearning training to a group who received traditional didactic training. Knowledge of ABA principles and procedures increased substantially for both groups, with the traditional didactic group achieving scores slightly higher than the eLearning group. These preliminary results suggest that eLearning tools may be a useful strategy for extending training in ABA principles and procedures to settings in which limited or no contact with live professional trainers may be available.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2009.07.004
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

[article] Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis [Texte imprimé et/ou numérique] / Doreen GRANPEESHEH, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Catherine A. PETERS, Auteur ; Kathleen THOMPSON, Auteur ; Amy KENZER, Auteur . - 2010 . - p.11-17.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.11-17

Mots-clés :	Autism-spectrum-disorders Applied-behavior-analysis eLearning Staff-training
Index. décimale :	PER Périodiques
Résumé :	Applied Behavior Analytic (ABA) treatment for children with autism spectrum disorders (ASDs) has been demonstrated to produce significant treatment effects across multiple studies ([Eikeseth, 2009] and [Eldevik et al., 2009]). Despite the demonstrated effectiveness of ABA, there continues to be a lack of trained clinicians to provide the treatment. Traditional training approaches include lecture, group discussion, and role-playing formats. However, alternative training approaches may need to be developed to increase the efficiency of training and/or to disseminate training opportunities to remote regions. One such possibility is eLearning, wherein trainees interact with computer training programs, rather than, or in addition to, live human trainers. Despite the potential contributions of eLearning training approaches, no previous research of which we are aware has evaluated eLearning approaches to training behavioral therapists in ABA principles and procedures for the treatment of autism. In this study, we evaluated an eLearning tool that was developed for training newly hired behavioral therapists in academic knowledge of ABA treatment for children with autism. We compared outcomes for a group of trainees who received eLearning training to a group who received traditional didactic training. Knowledge of ABA principles and procedures increased substantially for both groups, with the traditional didactic group achieving scores slightly higher than the eLearning group. These preliminary results suggest that eLearning tools may be a useful strategy for extending training in ABA principles and procedures to settings in which limited or no contact with live professional trainers may be available.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2009.07.004
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886