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An evaluation of strategies for training staff to implement the picture exchange communication system / Clarissa S. BARNES in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : An evaluation of strategies for training staff to implement the picture exchange communication system Type de document : Texte imprimé et/ou numérique Auteurs : Clarissa S. BARNES, Auteur ; Johnna L. DUNNING, Auteur ; Ruth Anne REHFELDT, Auteur Année de publication : 2011 Article en page(s) : p.1574-1583 Langues : Anglais (eng) Mots-clés : Staff training Picture exchange communication system Autism Index. décimale : PER Périodiques Résumé : The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1574-1583[article] An evaluation of strategies for training staff to implement the picture exchange communication system [Texte imprimé et/ou numérique] / Clarissa S. BARNES, Auteur ; Johnna L. DUNNING, Auteur ; Ruth Anne REHFELDT, Auteur . - 2011 . - p.1574-1583.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1574-1583
Mots-clés : Staff training Picture exchange communication system Autism Index. décimale : PER Périodiques Résumé : The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism / Sara M. WEINKAUF in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sara M. WEINKAUF, Auteur ; Nicole M. ZEUG, Auteur ; Claire T. ANDERSON, Auteur ; Shahla ALA’I-ROSALES, Auteur Année de publication : 2011 Article en page(s) : p.864-871 Langues : Anglais (eng) Mots-clés : Autism Staff training Behavioral intervention Index. décimale : PER Périodiques Résumé : The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, participant satisfaction and training time were also assessed. Correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 h for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.864-871[article] Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism [Texte imprimé et/ou numérique] / Sara M. WEINKAUF, Auteur ; Nicole M. ZEUG, Auteur ; Claire T. ANDERSON, Auteur ; Shahla ALA’I-ROSALES, Auteur . - 2011 . - p.864-871.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.864-871
Mots-clés : Autism Staff training Behavioral intervention Index. décimale : PER Périodiques Résumé : The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, participant satisfaction and training time were also assessed. Correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 h for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment / Rianne VERSCHUUR in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.490-505 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Pivotal response treatment Staff training Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505[article] Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur . - p.490-505.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505
Mots-clés : Autism spectrum disorder Pivotal response treatment Staff training Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
[article]
Titre : Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur Article en page(s) : p.569-578 Langues : Anglais (eng) Mots-clés : Autism Discrete-trial teaching Staff training Software simulation DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578[article] Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur . - p.569-578.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578
Mots-clés : Autism Discrete-trial teaching Staff training Software simulation DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 Training discrete trials teaching skills using videoconference / Aina W. HAY-HANSSON in Research in Autism Spectrum Disorders, 7-11 (November 2013)
[article]
Titre : Training discrete trials teaching skills using videoconference Type de document : Texte imprimé et/ou numérique Auteurs : Aina W. HAY-HANSSON, Auteur ; Sigmund ELDEVIK, Auteur Article en page(s) : p.1300-1309 Langues : Anglais (eng) Mots-clés : Discrete trials teaching Videoconference Staff training Autism Index. décimale : PER Périodiques Résumé : Abstract This study investigated the effect of videoconferencing in training staff to implement discrete trial teaching in real life settings with children with autism. Fourteen participants were randomly assigned to two groups. One group received training on-site and the other group received training via videoconference. The participants in both groups received 3× 15 min of training on three different teaching programs: matching, receptive and expressive labeling. The results showed no significant differences between the groups in the post-test whilst both groups improved significantly following training. Although preliminary, these results suggest that videoconferencing can be a cost-saving way to train staff in how to implement discrete trial teaching. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1300-1309[article] Training discrete trials teaching skills using videoconference [Texte imprimé et/ou numérique] / Aina W. HAY-HANSSON, Auteur ; Sigmund ELDEVIK, Auteur . - p.1300-1309.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1300-1309
Mots-clés : Discrete trials teaching Videoconference Staff training Autism Index. décimale : PER Périodiques Résumé : Abstract This study investigated the effect of videoconferencing in training staff to implement discrete trial teaching in real life settings with children with autism. Fourteen participants were randomly assigned to two groups. One group received training on-site and the other group received training via videoconference. The participants in both groups received 3× 15 min of training on three different teaching programs: matching, receptive and expressive labeling. The results showed no significant differences between the groups in the post-test whilst both groups improved significantly following training. Although preliminary, these results suggest that videoconferencing can be a cost-saving way to train staff in how to implement discrete trial teaching. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs / Lauryn WERMER in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
PermalinkStaff Perceptions and Implementation Fidelity of an Autism Spectrum Disorder Care Pathway on a Child/Adolescent General Psychiatric Inpatient Service / Lauren J. DONNELLY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
PermalinkTraining a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill / Rachel L. SEAMAN-TULLIS in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
PermalinkPortable data assistants: Potential in evidence-based practice autism treatment / Sarah M. DUNKEL-JACKSON in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTeaching behavioral therapists to conduct brief preference assessments during therapy sessions / Michele R. BISHOP in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
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