Perspectives of Trained and Non-Trained Applied Behavior Analysis Staff Working with Students on Autism Spectrum

Autor/in	Ott-Dahill, Mary
Titel	Perspectives of Trained and Non-Trained Applied Behavior Analysis Staff Working with Students on Autism Spectrum
Quelle	(2022), (86 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0293-5
Schlagwörter	Hochschulschrift; Dissertation; Paraprofessional School Personnel; Teachers; Training; Applied Behavior Analysis; Behavior Modification; Rural Areas; Teaching Methods; Autism Spectrum Disorders; Students with Disabilities; Teacher Education; Teacher Competencies; Teacher Effectiveness; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrer; Lehrerin; Lehrende; Ausbildung; Behaviour modification; Verhaltensänderung; Rural area; Ländlicher Raum; Teaching method; Lehrmethode; Unterrichtsmethode; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerausbildung; Lehrerbildung; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Master-Studiengang
Abstract	The purpose of this dissertation was two-fold: 1) to examine the teaching practices of paraprofessionals or teachers who have had ABA training and those who have not, and 2) to examine the differences in teaching practices between professionally trained RBTs and paraprofessionals or teachers who have had no ABA training. A case study was performed in rural Massachusetts. Two central questions were targeted during this study: 1) what are the pedagogical practices of teachers who had ABA training and those who did not in teaching students on the autism spectrum in regards to ABA sessions? 2) what are the instructional differences between teachers who had ABA training and those who did not in teaching students on the autism spectrum in regards to ABA sessions? The methods of data collection during this study were interviews with both trained and non-trained educators, educator memos, and computerized ABA data. This data presented evidence that educators who have ABA training from a formal source gained preferable educational results when administering ABA to students with autism. The educators who did not have formal training in ABA exhibited substandard results and were causing some students with autism to regress in their ABA educational programming. Through data collection the theory that having all educators that work with students with autism be professionally trained in ABA is a best practice. The best practice resulting from this study was grounded on 11 educator participants, seven who were non-trained in ABA and four who were RBTs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01