Supporting Intensive Interventions for Students with Autism Spectrum Disorder: Performance Feedback and Discrete Trial Teaching

Autor/inn/en	McKenney, Elizabeth L. W.; Bristol, Ryan M.
Titel	Supporting Intensive Interventions for Students with Autism Spectrum Disorder: Performance Feedback and Discrete Trial Teaching
Quelle	In: School Psychology Quarterly, 30 (2015) 1, S.8-22 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000060
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Feedback (Response); Public Schools; Integrity; Teaching Methods; Performance Based Assessment; Maintenance; Behavior Modification; School Psychology; Elementary Schools; Special Classes; Behavior Problems; Special Education Teachers; Speech Language Pathology; Teacher Aides; Workshops; Observation; Instructional Materials; Effect Size; Statistical Analysis; Program Effectiveness + Suchen Sie Ihr Suchwort? Autismus; Public school; Öffentliche Schule; Integrität; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Behaviour modification; Verhaltensänderung; Schulpsychologie; Elementary school; Grundschule; Volksschule; Special class; Sonderklasse; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Lernwerkstatt; Schulung; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse
Abstract	This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple baseline across participants design. Results indicate that for most educators, performance feedback is necessary to improve and maintain integrity at or above 80%. Most participants' performance during no feedback and general feedback was characterized by high rates of variability. One participant required in vivo feedback to achieve and maintain acceptable levels of integrity. Procedural modifications necessary to adapt this procedure to the applied environment of school are discussed. Findings suggest that highly structured evidence-based interventions for students with ASD require consultation support to be implemented with integrity in schools, and the duration and intensity of support needed may be higher than for other interventions. These promising findings emphasize the important role of school psychologists and other support personnel in ensuring that services are delivered as intended. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01