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.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #473
Using Video-Based Instruction to Train Stakeholders of Children with Autism in Evidence-Based Practices.
Monday, May 25, 2009
3:30 PM–4:50 PM
North 125
Area: AUT/TBA; Domain: Service Delivery
Chair: Suzanne Robinson (California State University, Fullerton)
Discussant: Jan S. Weiner (California State University, Fullerton)
Abstract: Despite the progress the field has made toward developing empirically supported treatments for children with autism and other disabilities, there remains a research-to-practice gap as most of these evidence-based practices are conducted by highly trained and supervised clinicians. Given that students with disabilities spend the majority of their time with parents and teachers, it seems particularly important that these stakeholders be provided with adequate training. This symposium will present the findings of 3 studies that utilized video-based instructional programs for the purposes of offering effective, efficient, and socially-valid training programs for parents, teachers, and paraprofessionals. Specifically with respect to parents, the use of an interactive DVD with manual (a self-directed learning program) was shown to improve parents’ fidelity of implementation of PRT, parent-provided opportunities for language, observed parent confidence, and child functional verbalizations. With respect to school staff, the use of video-based feedback has resulted in teacher and paraprofessional fidelity of implementation of PRT and other behavioral techniques, improved levels of involvement, as well as improvements in students’ social communicative behavior and observed affect. Implications and future directions will also be discussed.
Using a Self-directed Learning Program to Train Parents of Children with Autism in PRT
Abstract: As a result of the increased incidence of autism spectrum disorders, the gap between the current need and availability of empirically supported treatments (EST) has widened. Researchers facing this need vs. services discrepancy with clinical populations other than ASD have been successful at using self-directed learning models as an effective and cost efficient way to educate parents about how to implement effective intervention methods. Despite its potential there is very little published research evaluating the use of self-directed learning models to teach parents to provide intervention for their child with autism. This study evaluated, through a randomized clinical trial, the use of a self-directed learning program (an interactive DVD with manual). Results indicated significant differences between treatment and control groups at posttest on all of the dependent measures: fidelity of implementation, parent opportunities for language, observed parent confidence and child functional verbalizations. The data suggest the efficacy and effectiveness of a self-directed learning program as an introduction for parents on the implementation of an empirically supported treatment as part of a comprehensive intervention plan for children with autism. Limitations and directions for a programmatic line of research are discussed.
Using Video-Based Feedback to Train Paraprofessionals of Students with Autism in PRT
SUZANNE ROBINSON (California State University, Fullerton)
Abstract: Despite the development of effective intervention approaches for treating autism, there remains a research-to-practice gap as most of these evidence-based practices are conducted by highly trained and supervised clinicians in home and clinic settings. Given that students with autism spend the majority of their days in the school setting, largely supported by paraprofessionals, it seems particularly important that the school staff receive adequate training to implement these treatments. Unfortunately, most paraprofessionals begin and continue their work with little to no training. In-service workshops, a common training model provided by school districts, are quite ineffective in producing sustained behavior change, thus researchers are calling for effective training models. A training package consisting of modeling and video-based feedback as a means of training paraprofessionals to implement PRT in the inclusive school setting was examined using a multiple baseline across participants design.The findings indicate that the training package was effective and efficient in improving paraprofessional fidelity of implementation, paraprofessional levels of involvement, and the social-communication target behaviors of the students with autism. Additionally, the paraprofessionals reported high satisfaction with the training, and the affect of the students with autism either maintained or improved as a result of the paraprofessional training.
Using Video-Based Training to Address Teachers' Perceived Barriers to Inclusion
JANICE MYCK-WAYNE (California State University, Fullerton)
Abstract: Researchers and practitioners alike have recognized the significant gap that exists between what has been found to be effective instructional practices in the research, and what teachers are actually doing in their classrooms on a daily basis (King-Sears, 2001; Snell, 2003). Given the recent emphasis in the law (e.g., No Child Left Behind Act of 2001) on qualified educators and the use of research-based instruction, there is a renewed sense of urgency for researchers to close the gap by establishing reliable, efficient ways of ensuring that effective instructional techniques get infused into teachers’ repertoires (Kohler et al., 1999). To accomplish this end, researchers have examined a variety of training techniques however, there is limited research on the efficient use of these strategies within the general education classroom, and fewer still have documented teacher implementation (i.e., the actual use of the instructional skills), skill generalization (i.e., the ability to use the skills in new situations), skill maintenance (i.e., the ability to maintain the learned skills over time), teacher perceptions of the training program, and the overall utility of video-based instruction.



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