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Amy R. Wagner, LCSW, BCaBA
University of West Georgia
Enhancing IEP Achievement in
Students with Autism through a Video Modeling
Training with Paraprofessionals
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Children with autism require precise teaching strategies
Paraprofessionals are often primary educators
Paraprofessionals are often not provided with sufficient development opportunities
Short term mastery criteria typically guides instruction
Rationale
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CDC reports 1 in 88 children with autismVast empirical evidence relating early
intensive intervention to child achievement.Lovaas (1987 ) – 47% of experimental group vs
2% of control groupSimilar results replicated by Sallows and
Guptner (2005).By age 7, 48% in regular education 1st and 2nd
grade classes.
Individuals with autism often struggle with generalizing skills (Wehman, 2009)
Background
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Cowan and Allen (2007) present evidence that combining intensive teaching procedures and naturalistic teaching procedures promotes generalization
Moreover, these two procedures are well documented in the behavior analytic literatureSkinner and Keller (1950’s)Saville, Lambert and Robertson (2011) –
interteaching Reed and Parsons (2000)LeBlanc, Ricciardi, Luiselli (2005) – abbreviated
performance feedbackBinder (2003) and Weiss (2010) – fluencyCatania et al. (2009), Moore and Fisher (2007)
and Collins et al. (2009) – video modeling
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Coordination of teaching strategies, focused on IEP objectives will accelerate student learning and skill maintenance
Fluent teaching skills will impact student performance
Efficient and less costly staff development methods are more likely to be implemented
Assumptions
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To evaluate the effects of a video modeling protocol on staff and student performance
Design of an effective, efficient staff development tool
Consistency in which staff use teaching strategies as designed
Impact of those teaching strategies on student performance
Student achievement of IEP targets
Purpose
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3 paraprofessionals currently working in a classroom with children with autism
Paraprofessionals trained to use discrete trial instructional skills through video modeling Instructions and approximately 10 minutes of videos
during each of the video modeling phasesProtocol excerpted from LeBlanc, Ricciardi, Luiselli
(2005) Student instructional trials linked to IEP objectivesFeedback provided to participants on accuracy of
protocol use Indirect measures of student achievement collected
from teacher assessment
Methodology
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Video Modeling Instructions and Example
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Data analyzed using a ABC experimental design with replications.
IOA of 96% gathered from a sample of 25%Baseline and intervention performance data
collected for all staff participantsPerformance measured as adherence to
protocol
Results
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Staff Performance
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Improvements shown in 83% of student targets with baseline data
All three students showed some improvement
Student Performance
Target Baseline Av Intervention Av
Change
A 83.4 91.4 8
B 71.9 100 28.1
C 70.5 73.8 3.3
D 64.7 72.3 7.6
E 84 94.1 10.1
F 64.5 59.4 -5.1
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Study was conducted with veteran staff - BL data was high
No webcam available for feedbackResearcher had no control over data collection
Protocol did not focus on accuracy of data collectionBehavior analysts did not conduct competency
checks on data collectionVariability in student data:
Reinforcement preference or satiation Insufficient trialsNon-complianceData validity and reliability
Limitations and Recommendations
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Quality of videosStaff feedback sheet not comprehensive -
insufficient training given to behavior analysts Classroom logistics required staff participant to be
assigned to specific students. This clouded conclusions about generalization
Insufficient number of targets due to mastery prior to intervention
Due to time constraint, only one BL data point and two intervention data points – study needs to be extended. Multiple baseline for future research.
Limitations and Recs continued
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Data trends given the time constraints, veteran staff, and variability in student data
Dissertation…
Reflection
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Questions….
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Catania, C. N., & Almeida, D. (2009). Video modeling to train staff to implement discrete-trial instruction. Journal of Applied Behavior Analysis, 42(2), 387-392
Centers for Disease Control and Prevention. (2012). Retrieved from http://www.cdc.gov/ncbddd/autism/data.html
Collins, S., Higbee, T. S., Salzberg, C. (2009). The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of Applied Behavior Analysis, 42(4), 849-854.
Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44(7), 1-15. doi: 10.1002/pits.20259
References
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Leblanc, M., Ricciardi, J. N., & Luiselli, J. K. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education and Treatment of Children, 28(1), 76-82.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.
Moore, J. W., & Fisher, W. W. (2007). The effects of video modeling on staff acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 40(1), 197-202.
Reid, D. H., & Parsons, M. B. (2000). Organizational Behavior Management in Human Service Settings. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 275-294). Reno, NV: Greenwood: Context Press.
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Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110(6), 417-438. Retrieved from EBSCOhost
Saville, B. K., Lambert, T. , & Robertson, S. (2011). Interteaching: Bringing behavioral education to the 21st century. The Psychological Record, 61(1), 153-166. Retrieved from EBSCOhost
Wehman, P., Smith, M. D., & Schall, C. (2009). Autism & the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul H. Brookes Publishing Co.
Weiss, M. J., Pearson, N., Foley, K., & Pahl, S. (2010). The importance of fluency outcomes in learners with autism. The Behavior Analyst Today, 11(4), 245-251.