Reducing Behavior Problems among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting

Autor/inn/en	Pas, Elise T.; Johnson, Stacy R.; Larson, Kristine E.; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P.
Titel	Reducing Behavior Problems among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 12, S.3640-3652 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2898-y
Schlagwörter	Behavior Problems; Autism; Pervasive Developmental Disorders; Youth; Statistical Analysis; School Personnel; Professional Development; Skill Development; Special Education; Special Education Teachers; Classroom Techniques; Simulated Environment; Observation; Student Behavior; Teaching Methods; Coaching (Performance) + Suchen Sie Ihr Suchwort? Autismus; Jugend; Jugendlicher; Jugendalter; Statistische Analyse; Schulpersonal; Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Klassenführung; Künstliche Umwelt; Beobachtung; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01