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Effects of Telepractice for Training Autism Teachers to Contrive Motivating Operations

The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants design, four autism teachers in public schools received intervention support through an online module along with video models as well as direct performance feedback from autism specialists via video-conferencing. The primary dependent variable was the percentage of correct responses from the instructional procedures of task analysis, and the secondary measure was the subsequent rate of student mands. Data were analyzed both visually (i.e., through the study of behavioral patterns) and statistically (i.e., analysis of effect size). Results indicate that telepractice increased accuracy of both teacher and student target responses.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1505179
Date05 1900
CreatorsShearer, Carin R
ContributorsMehta, Smita, Warren, Scott, Frosch, Cynthia, Patton, Angela
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 50 pages, Text
RightsUse restricted to UNT Community, Shearer, Carin R, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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