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Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
[article]
Titre : Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur Article en page(s) : p.153-164 Mots-clés : paraprofessionals severe disabilities performance feedback observational learning personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164[article] Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur . - p.153-164.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164
Mots-clés : paraprofessionals severe disabilities performance feedback observational learning personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder / Kyle D. BENNETT in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
[article]
Titre : The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Rangasamy RAMASAMY, Auteur ; Toby HONSBERGER, Auteur Article en page(s) : p.585-593 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Transition and secondary special education Employment training Performance feedback Covert audio coaching Index. décimale : PER Périodiques Résumé : Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention. En ligne : http://dx.doi.org/10.1007/s10803-012-1597-6 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.585-593[article] The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Rangasamy RAMASAMY, Auteur ; Toby HONSBERGER, Auteur . - p.585-593.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.585-593
Mots-clés : Autism spectrum disorder Transition and secondary special education Employment training Performance feedback Covert audio coaching Index. décimale : PER Périodiques Résumé : Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention. En ligne : http://dx.doi.org/10.1007/s10803-012-1597-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 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)
[article]
Titre : Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs Type de document : Texte imprimé et/ou numérique Auteurs : Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur Année de publication : 2018 Article en page(s) : p.217-226 Langues : Anglais (eng) Mots-clés : staff training augmentative/alternative communication paraprofessionals autism performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226[article] Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs [Texte imprimé et/ou numérique] / Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur . - 2018 . - p.217-226.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226
Mots-clés : staff training augmentative/alternative communication paraprofessionals autism performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372