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Video-based mand training for three early interventionists teaching toddlers with autism : an additive component analysis

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dc.contributor.author Wiech, Amy D. S.
dc.date.accessioned 2015-10-02T20:46:10Z
dc.date.available 2015-10-02T20:46:10Z
dc.date.issued 2014-05
dc.identifier.uri http://hdl.handle.net/10125/100544
dc.description Ph.D. University of Hawaii at Manoa 2014.
dc.description Includes bibliographical references.
dc.description.abstract Professional development remains a foundational crux for training teachers and staff in evidence based interventions for teaching students with autism. Online training videos provide a viable component of professional development for early intervention and special education organizations facing budget constraints and challenges with complying with mandates for training their staff and teachers in evidence-based interventions for students with autism. Mand training is an effective evidence based procedure for increasing functional language and decreasing problematic behavior associated with autism spectrum disorders. Many students with autism possess limited mand repertoires, which is an important skill for learning to communicate. This dissertation replicated and extended with some procedural differences McCulloch (2011) and investigated the effectiveness of a video-based professional development program to teach mand training to early intervention teachers. Teacher-student dyads included two early intervention teachers and one speech pathologist who worked with students with autism. Intervention phases included (a) online training videos, (b) feedback, (c) coaching/modeling sessions, and finally (d) follow-up sessions. Outcomes in terms of student achievement, specifically the frequency of student spontaneous manding, were recorded during baseline. The teacher implementation of four-step manding procedure was also evaluated. Measuring both the student and the teacher behavior evaluated interventionists' competency improvement following and/or during different training components and concurrently measured student manding changes in frequency across each training component phase. Online training remains a valuable tool to efficiently and effectively train staff, however additional components may be necessary to result in optimal outcomes. Results indicated that student manding increased slightly when online training videos alone was used for one participant and with more significance when components of feedback and coaching/modeling were added. Social validity questionnaires suggest that both teachers and parents perceived the training effective and teachers indicated they believed that components of feedback and coaching/modeling were necessary to teach manding to their students with autism. These results and data from social validity measures support the hypothesis that feedback and modeling and coaching are all essential for teachers to learn to use mand training to increase communication with their students with autism spectrum disorder.
dc.language.iso eng
dc.publisher [Honolulu] : [University of Hawaii at Manoa], [May 2014]
dc.relation Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education.
dc.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dc.subject autism
dc.subject verbal behavior
dc.subject mand training
dc.subject online training
dc.subject self-directed learning program
dc.subject teachers
dc.subject teacher development
dc.subject professional development
dc.subject early intervention
dc.subject inservice
dc.subject teacher training
dc.title Video-based mand training for three early interventionists teaching toddlers with autism : an additive component analysis
dc.type Thesis
dc.type.dcmi Text
Appears in Collections: Ph.D. - Education


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