Interactive Computer Training to Teach Discrete-Trial Instruction to Undergraduates and Special Educators in Brazil: A Replication and Extension

Autor/inn/en	Higbee, Thomas S.; Aporta, Ana Paula; Resende, Alice; Nogueira, Mateus; Goyos, Celso; Pollard, Joy S.
Titel	Interactive Computer Training to Teach Discrete-Trial Instruction to Undergraduates and Special Educators in Brazil: A Replication and Extension
Quelle	In: Journal of Applied Behavior Analysis, 49 (2016) 4, S.780-793 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.329
Schlagwörter	Undergraduate Students; Role Playing; Teaching Methods; Foreign Countries; Autism; Pervasive Developmental Disorders; Video Technology; Computer Assisted Instruction; Modeling (Psychology); Special Education Teachers; Instructional Effectiveness; Young Children; Interaction; Feedback (Response); Behavior Development; Brazil + Suchen Sie Ihr Suchwort? Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Autismus; Computer based training; Computerunterstützter Unterricht; Modeling; Modelling; Modellierung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Frühe Kindheit; Interaktion; Brasilien
Abstract	Discrete-trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to implement behavioral teaching procedures. One promising training method is interactive computer training, in which slides with recorded narration, video modeling, and embedded evaluation of content knowledge are used to teach a skill. In the present study, the effectiveness of interactive computer training developed by Pollard, Higbee, Akers, and Brodhead (2014), translated into Brazilian Portuguese, was evaluated with 4 university students (Study 1) and 4 special education teachers (Study 2). We evaluated the effectiveness of training on DTI skills during role-plays with research assistants (Study 1) and during DTI sessions with young children with ASD (Studies 1 and 2) using a multiple baseline design. All participants acquired DTI skills after interactive computer training, although 5 of 8 participants required some form of feedback to reach proficiency. Responding generalized to untaught teaching programs for all participants. We evaluated maintenance with the teachers in Study 2, and DTI skills were maintained with 3 of 4 participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01