Efficacy of Paraprofessional-Implemented Video Prompting to Teach Vocational Skills to Students with Autism Spectrum Disorder

Autor/inn/en	Seaman, Rachel L.; Cannella-Malone, Helen I.; Brock, Matthew E.; Dueker, Scott A.
Titel	Efficacy of Paraprofessional-Implemented Video Prompting to Teach Vocational Skills to Students with Autism Spectrum Disorder
Quelle	In: Career Development and Transition for Exceptional Individuals, 41 (2018) 2, S.68-76 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143417708191
Schlagwörter	Instructional Effectiveness; Paraprofessional Personnel; Teaching Methods; Autism; Pervasive Developmental Disorders; Prompting; Video Technology; Skill Development; Vocational Education; Reprography; Coaching (Performance); Generalization; Males; Adolescents; Achievement Tests; Task Analysis; Rating Scales; Validity; Middle School Students; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Laienhelfer; Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Benutzerführung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Berufsbildung; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Aufgabenanalyse; Rating-Skala; Gültigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung
Abstract	Researchers have previously shown that video prompting can promote vocational skill acquisition for students with autism, and in a prior study, we demonstrated a model to train a paraprofessional to implement this practice. In this study, we evaluated (a) the degree to which the paraprofessional generalized implementation to new students and situations, and (b) the degree to which his implementation resulted in participants acquiring a vocational skill. The paraprofessional implemented the video prompting procedure with high fidelity without any additional training, and all three participants mastered the photocopying skill and generalized their implementation. These results suggest that focused coaching on video prompting implementation with one student may enable paraprofessionals to effectively generalize implementation when targeting similar skills with other students. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01