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Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

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Title: Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism
Language: English
Authors: Neely, Leslie, Rispoli, Mandy, Gerow, Stephanie, Hong, Ee Rea
Source: Journal of Behavioral Education. Dec 2016 25(4):393-416.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Autism, Pervasive Developmental Disorders, Children, Computer Assisted Instruction, Intervention, Parent Education, Caregiver Training, Teaching Methods, Learning Modules, Feedback (Response), Program Implementation, Program Evaluation, Fidelity
DOI: 10.1007/s10864-016-9250-7
ISSN: 1053-0819
Abstract: Telepractice has emerged as a potentially effective means of preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). The purpose of this study was to evaluate the use of telepractice to train interventionists to implement incidental teaching with preschool children with ASD. Three interventionists were taught to implement incidental teaching using a telepractice training package consisting of an online module, self-evaluation, and delayed performance feedback delivered via videoconferencing. A single-case multiple-baseline across-participant design was employed to evaluate the effects of the telepractice training package on interventionist acquisition and maintenance of incidental teaching. The distal effects of interventionist implementation of incidental teaching on child mands were also evaluated. Results showed that following the telepractice training program, interventionist implementation fidelity improved and child mands increased. Within six telepractice sessions, all interventionists reached the preset performance criteria of four consecutive sessions above 90% fidelity. Changes in interventionist and child behaviors maintained at 2- and 4-week follow-up sessions. Taken together, these results suggest that telepractice is a promising method of providing instruction in incidental teaching to interventionists of young children with ASD.
Abstractor: As Provided
Number of References: 56
Entry Date: 2016
Accession Number: EJ1120155
Database: ERIC
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  Data: Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Behavioral+Education%22"><i>Journal of Behavioral Education</i></searchLink>. Dec 2016 25(4):393-416.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 10.1007/s10864-016-9250-7
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  Data: 1053-0819
– Name: Abstract
  Label: Abstract
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  Data: Telepractice has emerged as a potentially effective means of preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). The purpose of this study was to evaluate the use of telepractice to train interventionists to implement incidental teaching with preschool children with ASD. Three interventionists were taught to implement incidental teaching using a telepractice training package consisting of an online module, self-evaluation, and delayed performance feedback delivered via videoconferencing. A single-case multiple-baseline across-participant design was employed to evaluate the effects of the telepractice training package on interventionist acquisition and maintenance of incidental teaching. The distal effects of interventionist implementation of incidental teaching on child mands were also evaluated. Results showed that following the telepractice training program, interventionist implementation fidelity improved and child mands increased. Within six telepractice sessions, all interventionists reached the preset performance criteria of four consecutive sessions above 90% fidelity. Changes in interventionist and child behaviors maintained at 2- and 4-week follow-up sessions. Taken together, these results suggest that telepractice is a promising method of providing instruction in incidental teaching to interventionists of young children with ASD.
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        Value: 10.1007/s10864-016-9250-7
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 393
    Subjects:
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Intervention
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      – SubjectFull: Parent Education
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      – SubjectFull: Caregiver Training
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      – SubjectFull: Learning Modules
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Fidelity
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      – TitleFull: Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism
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            NameFull: Hong, Ee Rea
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