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Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program / Andrew DOWNS in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)
[article]
Titre : Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program Type de document : Texte imprimé et/ou numérique Auteurs : Andrew DOWNS, Auteur ; Robyn Conley DOWNS, Auteur Année de publication : 2013 Article en page(s) : p.212-221 Langues : Anglais (eng) Mots-clés : training discrete trial teaching supervision preschools Index. décimale : PER Périodiques Résumé : The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. En ligne : http://dx.doi.org/10.1177/1088357612465120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.212-221[article] Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program [Texte imprimé et/ou numérique] / Andrew DOWNS, Auteur ; Robyn Conley DOWNS, Auteur . - 2013 . - p.212-221.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.212-221
Mots-clés : training discrete trial teaching supervision preschools Index. décimale : PER Périodiques Résumé : The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. En ligne : http://dx.doi.org/10.1177/1088357612465120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 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)
[article]
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
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.3-14[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 Applied Behavior Analysis is a Science and, Therefore, Progressive / Justin B. LEAF in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Applied Behavior Analysis is a Science and, Therefore, Progressive Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Shahla ALA’I-ROSALES, Auteur ; Robert K. ROSS, Auteur ; Tristram SMITH, Auteur ; Mary Jane WEISS, Auteur Année de publication : 2016 Article en page(s) : p.720-731 Langues : Anglais (eng) Mots-clés : Analyse fonctionnelle Applied behavior analysis Behavioral intervention Discrete trial teaching Functional analysis Index. décimale : PER Périodiques Résumé : Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2591-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.720-731[article] Applied Behavior Analysis is a Science and, Therefore, Progressive [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Shahla ALA’I-ROSALES, Auteur ; Robert K. ROSS, Auteur ; Tristram SMITH, Auteur ; Mary Jane WEISS, Auteur . - 2016 . - p.720-731.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.720-731
Mots-clés : Analyse fonctionnelle Applied behavior analysis Behavioral intervention Discrete trial teaching Functional analysis Index. décimale : PER Périodiques Résumé : Applied behavior analysis (ABA) is a science and, therefore, involves progressive approaches and outcomes. In this commentary we argue that the spirit and the method of science should be maintained in order to avoid reductionist procedures, stifled innovation, and rote, unresponsive protocols that become increasingly removed from meaningful progress for individuals diagnosed with autism spectrum disorder (ASD). We describe this approach as progressive. In a progressive approach to ABA, the therapist employs a structured yet flexible process, which is contingent upon and responsive to child progress. We will describe progressive ABA, contrast it to reductionist ABA, and provide rationales for both the substance and intent of ABA as a progressive scientific method for improving conditions of social relevance for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2591-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 The use of instructive feedback for teaching language skills to children with autism / Lara DELMOLINO in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : The use of instructive feedback for teaching language skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur Article en page(s) : p.648-661 Langues : Anglais (eng) Mots-clés : Autism Discrete trial teaching Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661[article] The use of instructive feedback for teaching language skills to children with autism [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur . - p.648-661.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661
Mots-clés : Autism Discrete trial teaching Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder / Wafa A. ALJOHANI in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
[article]
Titre : Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur Article en page(s) : p.83-95 Langues : Anglais (eng) Mots-clés : autism discrete trial teaching simultaneous prompt error correction prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95[article] Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur . - p.83-95.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95
Mots-clés : autism discrete trial teaching simultaneous prompt error correction prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474