Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package

Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means o...

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Bibliographic Details
Published in:Focus on autism and other developmental disabilities 2011-06, Vol.26 (2), p.105-118
Main Author: Robinson, Suzanne Elaine
Format: Article
Language:English
Subjects:
Autism
Behavior Modification
Elementary Schools
Feedback
Feedback (Response)
Inclusion
Interpersonal Communication
Mainstreaming
Paraprofessional School Personnel
Program Effectiveness
Program Implementation
Staff Development
Student behavior
Teaching assistants
Training
Video Technology
Young Children
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Summary:Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed.
ISSN:1088-3576
1538-4829
DOI:10.1177/1088357611407063