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Use of Behavioral Interventions in Community Early Intervention Programs for Children with Autism |
Saturday, May 26, 2007 |
1:00 PM–2:20 PM |
Elizabeth F |
Area: AUT; Domain: Service Delivery |
Chair: Laura Schreibman (University of California, San Diego) |
Discussant: Gail G. McGee (Emory University School of Medicine) |
CE Instructor: Brooke Ingersoll, Ph.D. |
Abstract: Although behavioral treatment methods have been established as efficacious for children with autism in laboratory settings, research examining their translation into service systems is virtually nonexistent. This symposium will present current research on how evidence-based interventions are used in education programs for children with autism. First, we will present an examination of the use of behavioral techniques by 80 early intervention providers. Their understanding of evidence-based practices and their adaptation of techniques will be discussed. Ninety-one percent reported using at least one behavioral technique in their programs; providers typically combined up to seven methods, and modified techniques based on child, personal and external factors. Next, we will present results of a study examining fidelity of teacher use of a specific behavioral intervention, Pivotal Response Training (PRT). Teachers received either traditional training or training specifically designed for classroom settings. Fidelity of implementation of PRT varied with the amount and type of training teachers received. Finally, we will discuss the incorporation of behaviorally-based parent training programs into community educational services, including how it is "working" in the real world (e.g., how many districts & families served, consumer satisfaction). Recommendations for improving effective translation of behavioral methods into community settings will be presented. |
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Use of Behavioral Interventions in Community Early Intervention Programs |
AUBYN C. STAHMER (Rady Children's Hospital, San Diego) |
Abstract: Although behavioral treatment methods have been established as efficacious for children with autism in laboratory settings, research examining their translation into service systems is virtually nonexistent. The current study examines the use of evidence-based behavioral interventions (e.g., Discrete Trial, Pivotal Response, PECS) in applied community settings. Eighty early intervention providers in Southern California were surveyed about specific techniques used in their programs, their understanding of evidence-based practices and their adaptation of techniques. Providers represent 80% of the eligible programs contacted for participation. Test/Retest reliability for the survey was 90%. Descriptive analysis comparing behavioral technique use across home and school-based programs was conducted. Ninety-one percent of providers report using at least one behavioral technique in their programs. However providers typically combine up to seven methods, and modify these techniques based on child, personal and external factors. Sixty-five percent use only parts of their main technique. Most providers (55%) chose a technique based on the belief that it was effective; while only 9% chose a technique based on research evidence. All of the providers had concerns about limited training in the specific techniques. Methods of using usual care data to inform behavioral intervention research and increase effective translation to community settings will be discussed. |
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Adapting a Behavioral Intervention Training Protocol for Classroom Teachers. |
JESSICA B. SUHRHEINRICH (University of California, San Diego), Laura Schreibman (University of California, San Diego) |
Abstract: Pivotal Response Training (PRT) is a naturalistic behavioral intervention that has been shown to increase language, play and social skills in children with autism. Teachers report using PRT in their classroom; however, there has been no systematic examination of how well they use PRT. Additionally, no research-based protocol exists for training and monitoring teachers using PRT in a classroom environment. Two studies will be presented. The first study measured the effectiveness of training that teachers currently receive in PRT. Ten special-education teachers, who previously received some training in PRT, participated. None of the participants met the criterion for fidelity of implementation of PRT skills, however all teachers successfully met criterion for at least one of the skills. Teachers’ implementation of PRT systematically differed according to specific skill and the level of training they had received. The second study investigated the effectiveness of a training model for instructing teachers to use PRT in the classroom setting. Ten special-education teachers attended a 6-hour training workshop and received follow-up visits to their classrooms. These findings support the effectiveness of a training model that included both a workshop and follow-up visits in each teacher’s classroom. |
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Research to Practice: Training Teachers to Provide Parent Education. |
BROOKE INGERSOLL (Lewis & Clark College), Anna Dvortcsak (Child Development and Rehabilitation Center, Oregon Health and Science University) |
Abstract: Parent training has been shown to be a very effective method for promoting generalization and maintenance of skills in children with autism. However, despite its well-established benefits, few public school programs include parent training as part of the early childhood special education (ECSE) curriculum. Barriers to the provision of parent training include the need for parent education models which can be easily implemented in ECSE programs and the lack of preparation for special educators in parent education strategies. This presentation will describe an evidence-based behavioral parent training model for children with autism developed for use in ECSE programs. The implementation of the program, teacher preparation, and preliminary outcomes and challenges will be discussed. |
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