Training Teachers to Assess the Challenging Behaviors of Students with Autism Using Video Tele-Conferencing

By Wendy Machalicek, Mark F. O'Reilly, Mandy Rispoli, Tonya N. Davis, R. Lang, Jessica H. Franco, J. Chan. Education and Training in Autism and Developmental Disabilities, 2010

115 citations recorded by the source corpus.

We examined the effects of performance feedback provided via video tele-conferencing (VTC) on the acquisition of functional analysis procedures by six teachers. A university supervisor used VTC equipment (i.e., computers equipped with web cameras and Internet) to provide feedback to teachers learning to implement functional analysis conditions (i.e., escape, attention, and play) with students with autism. Multiple baseline designs across teacher-student dyads with embedded multi-element designs were used to evaluate the effects of performance feedback delivered via VTC on the percentage of functional analysis procedures implemented correctly. Results indicated that teachers learned to implement functional analysis conditions following training (M duration of training = 75 minutes; range = 60 -95 minutes). Results were maintained for a number of weeks following the termination of performance feedback (M = 5 weeks; range = 4 -9 weeks), but teacher performance declined thereafter. Video conferencing technology may provide supervisors an efficacious way to deliver performance feedback to teachers learning research-based strategies.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b3646e1e27e2046b405f78e9cd41e9b7ba23cc1f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Katie A. Smith
2. Jennifer L. Alexander
3. K. Ayres

In Developmental and Educational Psychology

1. S. Tomlinson
2. Katie A. Smith
3. P. McGill
4. N. Gore
5. Jennifer L. Alexander
6. K. Ayres

Citations in the corpus

• Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings (2012, unknown): “…and lack of trained personnel, distance techniques such as desktop videoconferencing can be an effective method for training staff to target challenging behaviors (Boisvert, Lang, Andrianopoulos, & Boscardin, in press; Gibson, Pennington, Stenhoff, & Hopper, 2010; Machalicek et al., 2009; 2010).”
• Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder (2015, background): “For example, written materials were given (e.g., Garland et al., 2012; Machalicek et al., 2010; Ryan et al., 2008) or a lecture was conducted with participants (i.e., Bethune & Wood, 2013) before baseline.”
• Training Individuals to Implement Applied Behavior Analytic Procedures via Telehealth: A Systematic Review of the Literature (2018, background): “Finally, researchers also highlighted potential limitations of support provided via telehealth, such as whether it can be used with all types of behavior or techniques (Machalicek et al. 2010; Wacker et al. 2013a) and whether some trainees may need more direct modeling which is not possible via tele”