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Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program / Gloria C. LAW in Research in Autism Spectrum Disorders, 67 (November 2019)
[article]
Titre : Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program Type de document : Texte imprimé et/ou numérique Auteurs : Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur Article en page(s) : p.101411 Langues : Anglais (eng) Mots-clés : Autism Fidelity Mobile app enabled training Teacher training Implementation Evidence based intervention Naturalistic developmental behavioural intervention (NDBI) Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101411[article] Increasing intervention fidelity among special education teachers for autism intervention: A pilot study of utilizing a mobile-app-enabled training program [Texte imprimé et/ou numérique] / Gloria C. LAW, Auteur ; Anuradha DUTT, Auteur ; Maureen NEIHART, Auteur . - p.101411.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101411
Mots-clés : Autism Fidelity Mobile app enabled training Teacher training Implementation Evidence based intervention Naturalistic developmental behavioural intervention (NDBI) Early childhood special education Index. décimale : PER Périodiques Résumé : Background This study was a follow up pilot study to investigate whether the mobile app Map4speech (Law, Neihart, & Dutt, 2018), originally developed for parent training, could also increase intervention fidelity among preschool special educators. Method A multiple baseline design was conducted with four preschool teachers to examine the effects of the mobile-app-enabled program in improving their intervention fidelity in naturalistic developmental behavioral intervention (NDBI) for young children with ASD. Results Results indicated that teachers who participated in the post training intervention attained high intervention fidelity of implementation (84–97%) compared to their baseline percentage of intervention fidelity (42–54%). Teachers’ acceptability of mobile-app-enabled training program was moderate, between 60–70%. Results indicated that mobile-app-enabled training can be a promising means to raise teachers’ intervention fidelity in autism intervention. Results also highlighted the usefulness and importance of having an effective andragogical framework in mobile learning design to produce lasting change of intervention behaviors. Conclusions Technology-enabled training has the potential to serve as an innovative solution to the shortage of ASD professional training. En ligne : https://doi.org/10.1016/j.rasd.2019.101411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior / M. L. HUGH in Autism, 26-1 (January 2022)
[article]
Titre : Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior Type de document : Texte imprimé et/ou numérique Auteurs : M. L. HUGH, Auteur ; L. D. JOHNSON, Auteur ; C. COOK, Auteur Article en page(s) : p.188-200 Langues : Anglais (eng) Mots-clés : autism spectrum disorders decision-making early childhood special education evidence-based practice implementation science teachers Index. décimale : PER Périodiques Résumé : Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. En ligne : http://dx.doi.org/10.1177/13623613211024795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 26-1 (January 2022) . - p.188-200[article] Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior [Texte imprimé et/ou numérique] / M. L. HUGH, Auteur ; L. D. JOHNSON, Auteur ; C. COOK, Auteur . - p.188-200.
Langues : Anglais (eng)
in Autism > 26-1 (January 2022) . - p.188-200
Mots-clés : autism spectrum disorders decision-making early childhood special education evidence-based practice implementation science teachers Index. décimale : PER Périodiques Résumé : Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use. En ligne : http://dx.doi.org/10.1177/13623613211024795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451