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Staff training effective in increasing learning opportunities for school-aged children with autism spectrum disorders.

Objective: This study examined the effectiveness of instruction and video feedback on staff's ABA skills during one-to-one play situations and initiations of children with autism spectrum disorder (ASD). Methods: Data were collected within a multiple baseline design across 5 dyads. A continuous 20 s...

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Published in:Developmental Neurorehabilitation Vol. 15; no. 6; pp. 435 - 448
Main Authors: Huskens, Bibi, Reijers, Hilde, Didden, Robert
Format: algorithm research tables/charts Journal Article
Published: Taylor & Francis Ltd Dec2012
Online Access:View this record in EBSCOhost
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      dt: Dec2012
      vid: 15
      iid: 6
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.3109/17518423.2012.705910
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        atl: Staff training effective in increasing learning opportunities for school-aged children with autism spectrum disorders.
      aug:
        au:
          Huskens, Bibi
          Reijers, Hilde
          Didden, Robert
        affil: Research & Development Division, Dr Leo Kannerhuis, Doorwerth, The Netherlands
      sug:
        subj:
          Autism Spectrum Disorder Psychosocial Factors
          Autism Spectrum Disorder Education
          Videorecording
          Interpersonal Relations
          Human
          Descriptive Statistics
          Social Behavior
          Female
          Young Adult
          Adult
          Male
          Child
          Adolescence
          Motivation
          Role Playing
          Data Analysis Software
          Feedback Methods
          Confidence Intervals
          Play and Playthings
          Questionnaires
          Adult: 19-44 years
          Child: 6-12 years
          Adolescent: 13-18 years
          Female
          Male
      ab: Objective: This study examined the effectiveness of instruction and video feedback on staff's ABA skills during one-to-one play situations and initiations of children with autism spectrum disorder (ASD). Methods: Data were collected within a multiple baseline design across 5 dyads. A continuous 20 s interval recording system was used to record motivation, creating opportunities, prompting and reinforcement of staff and child initiations. Training included instruction, consisting of instructions, video examples and role-plays. After this, a 4-h delayed video feedback condition started. Results: Three staff members created significantly more learning opportunities during post-instruction and a significant increase occurred during video feedback for one staff member. Initiatives increased significantly in two children during post-instruction. During follow-up, three children showed unprompted initiatives. The mean percentage of spontaneous initiations increased during follow-up. Conclusion: The findings provide support for training staff in a clinical setting to create learning opportunities, which also may result in concomittant improvement in child initiations.
      pubtype: Academic Journal
      doctype:
        algorithm
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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