Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism / Kendra THOMSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1073-1082 Titre : Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kendra THOMSON, Auteur ; Garry L. MARTIN, Auteur ; Daniela FAZZIO, Auteur ; Sandra SALEM, Auteur ; Kristen YOUNG, Auteur ; C.T. YU, Auteur Année de publication : 2012 Article en page(s) : p.1073-1082 Langues : Anglais (eng) Mots-clés : Discrete-trials teaching  Autism spectrum disorder  Self-instructional training  Discrete-Trials Teaching Evaluation Form  Applied behavior analysis tutors Index. décimale : PER Périodiques Résumé : A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism [Texte imprimé et/ou numérique] / Kendra THOMSON, Auteur ; Garry L. MARTIN, Auteur ; Daniela FAZZIO, Auteur ; Sandra SALEM, Auteur ; Kristen YOUNG, Auteur ; C.T. YU, Auteur . - 2012 . - p.1073-1082. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1073-1082 Mots-clés : Discrete-trials teaching  Autism spectrum disorder  Self-instructional training  Discrete-Trials Teaching Evaluation Form  Applied behavior analysis tutors Index. décimale : PER Périodiques Résumé : A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review / Kendra THOMSON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.590-606 Titre : Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review Type de document : Texte imprimé et/ou numérique Auteurs : Kendra THOMSON, Auteur ; Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; C.T. YU, Auteur Année de publication : 2009 Article en page(s) : p.590-606 Langues : Anglais (eng) Mots-clés : Discrete-trials-teaching-(DTT) Autism-spectrum-disorders Instructing-DTT Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review [Texte imprimé et/ou numérique] / Kendra THOMSON, Auteur ; Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; C.T. YU, Auteur . - 2009 . - p.590-606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.590-606 Mots-clés : Discrete-trials-teaching-(DTT) Autism-spectrum-disorders Instructing-DTT Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Instructing university students to conduct discrete-trials teaching with children with autism / Daniela FAZZIO in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.57-66 Titre : Instructing university students to conduct discrete-trials teaching with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; Dickie C.T. YU, Auteur Année de publication : 2009 Article en page(s) : p.57-66 Langues : Anglais (eng) Mots-clés : Autism Discrete-trials-teaching Teaching-university-students-to-apply-discrete-trials-teaching Index. décimale : PER Périodiques Résumé : Although the demand for training individuals to implement discrete-trials teaching (DTT) is high, published studies on strategies to do so are few. We used a modified multiple-baseline design across participants to evaluate a training package for teaching university students to implement a 19-component DTT procedure to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, we compared the two components of the training package, a self-instructional manual and feedback plus demonstration. After an average of 2.6 h to master the training manual, participants’ DTT accuracy while teaching a confederate improved from 34% in baseline to 66%. After one to three sessions of feedback plus demonstration of teaching one task, DTT performance averaged 92% on that task. Participants’ DTT performance generalized to the other two tasks (mean accuracy of 94%) and to teaching the tasks to a child with autism (mean accuracy of 91%) En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 [article] Instructing university students to conduct discrete-trials teaching with children with autism [Texte imprimé et/ou numérique] / Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; Dickie C.T. YU, Auteur . - 2009 . - p.57-66. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.57-66 Mots-clés : Autism Discrete-trials-teaching Teaching-university-students-to-apply-discrete-trials-teaching Index. décimale : PER Périodiques Résumé : Although the demand for training individuals to implement discrete-trials teaching (DTT) is high, published studies on strategies to do so are few. We used a modified multiple-baseline design across participants to evaluate a training package for teaching university students to implement a 19-component DTT procedure to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, we compared the two components of the training package, a self-instructional manual and feedback plus demonstration. After an average of 2.6 h to master the training manual, participants’ DTT accuracy while teaching a confederate improved from 34% in baseline to 66%. After one to three sessions of feedback plus demonstration of teaching one task, DTT performance averaged 92% on that task. Participants’ DTT performance generalized to the other two tasks (mean accuracy of 94%) and to teaching the tasks to a child with autism (mean accuracy of 91%) En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647

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