Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


33rd Annual Convention; San Diego, CA; 2007

Event Details

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Symposium #31
The Generalization of Effective Prompting Techniques by Paraprofessionals Educating Learners with Autism Spectrum Disorders
Saturday, May 26, 2007
1:00 PM–2:20 PM
Elizabeth H
Area: AUT/EDC; Domain: Applied Research
Chair: Laura J. Hall (San Diego State University)
Discussant: Beth Sulzer-Azaroff (University of Massachusetts, Amherst)
Abstract: This symposium addresses a critical component in the effective education of many learners with autism spectrum disorders, the skills of paraprofessionals who interact with them in educational contexts. This sequence of studies all focus on the effective use of prompts by paraprofessionals evaluated across settings. Transfer of training is also evaluated using mutliple-baseline designs. The settings addressed include preschool classrooms, public school playgrounds and the homes of young children with autism spectrum disorders. The paraprofessionals are employed by public schools, an early intervention agency and a private, nonprofit agency. The effect of strategies such as feedback, self-evaluation of videos, modeling and strategy review on effective use of prompting was evaluated. Implications for successful methods to transfer from training to practice by paraprofessionals are discussed.
Educating Paraprofessionals to Generalize Prompting Techniques of Pivotal Response Training.
CATHERINE E. POPE (San Diego State University), Laura J. Hall (San Diego State University)
Abstract: There has been limited research evaluating effective methods to promote paraprofessional training in the public school setting. This study evaluated the generalization of prompting strategies of three paraprofessionals from a workshop to a preschool classroom setting with four male students with autism spectrum disorders. A multiple baseline design across settings was implemented to determine the success of generalized prompting strategies from Pivotal Response Training (PRT) by paraprofessionals. The results will be discussed in terms of the success of the methods used to address transfer of training across settings.
Generalization of Effective Prompting Strategies by Paraprofessionals across Preschool Activities.
GRETCHEN S. GRUNDON (San Diego State University), Laura J. Hall (San Diego State University)
Abstract: Recent research has suggested that paraprofessionals in early childhood special education settings want and need more training. The purpose of this study was to evaluate the effectiveness of a training model designed to teach paraprofessionals to prompt learners with autism in a public school preschool class during free choice time. A multiple-baseline design across settings was used to evaluate the effects of feedback on prompting skills by three paraprofessionals. Results demonstrate that generalization occurred across preschool activities including those occurring in the playground.
The Generalization of Training on Prompting Techniques by Paraeducators in Multiple Environments.
AMANDA BALDERAMA (San Diego State University), Alice M. Aguilar (South Dakota State University), Laura J. Hall (San Diego State University)
Abstract: Administering effective behavioral intervention for young children with autism has increasingly become the responsibility of paraeducators. This study assessed the generalization of training on use of effective prompting strategies for paraprofessionals in home settings. A multiple baseline design across participants was used to assess the effects of generalization strategies used to facilitate the use of effective prompts by paraprofessionals working in an early intervention agency and for a private, nonprofit agency serving children with autism spectrum disorders. A training package that included, video footage, self review and coaching was evaluated. Training and use of self monitoring techniques resulted in a decrease in an increase in appropriate types of prompts during teaching, and the development of more systematic prompt fading strategies.



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