A Comparison of Staff Training Procedures to Teach Flexible Prompt Fading

Autor/in	Arthur, Shannon M.
Titel	A Comparison of Staff Training Procedures to Teach Flexible Prompt Fading
Quelle	(2023), (84 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Endicott College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1601-7
Schlagwörter	Hochschulschrift; Dissertation; Applied Behavior Analysis; Behavior Modification; Training; Prompting; Clinical Diagnosis; Interpersonal Competence; Decision Making; Training Methods; Autism Spectrum Disorders; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Behaviour modification; Verhaltensänderung; Ausbildung; Benutzerführung; Interpersonale Kompetenz; Decision-making; Entscheidungsfindung; Didaktik; Trainingsmaßnahme; Autism; Autismus; Unterrichtserfolg
Abstract	Behavior analysts are expected to provide high quality services to autistic individuals/individuals with ASD. Quality behavior intervention requires the interventionist to demonstrate critical thinking skills, in-the-moment analysis, flexibility, and clinical judgment (J.B. Leaf et al., 2016a; J.B. Leaf et al., 2016d, Soluaga et al., 2008). Yet, there has been limited research on training these types of complex skills. It is essential to evaluate different approaches to training skills that involve clinical judgment. Flexible prompt fading (FPF) is a prompting procedure that requires the interventionist to continually analyze learner responding and make in the moment decisions to maximize learning during the teaching session (Soluaga et al., 2008). FPF has consistently been demonstrated to be effective and in some cases more efficient than other prompting procedures (Cihon et al., 2020; Leaf et al., 2014). However, there has been no research demonstrating an effective training procedure for this skill. In order to more widely disseminate procedures that require these flexible skills, effective training procedures must be identified. The current study evaluated the effects of both behavioral skills training (BST) and a progressive approach to staff training to teach staff to implement FPF with autistic individuals/individuals with ASD. The results of the study demonstrated that both training procedures were effective in teaching implementation of FPF, a skill that requires in the moment assessment, flexibility, and clinical judgment. [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