Enhancing IEP Achievement in
1 / 19

Amy R. Wagner, LCSW, BCaBA University of West Georgia PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

Enhancing IEP Achievement in Students with Autism through a Video Modeling Training with Paraprofessionals. Amy R. Wagner, LCSW, BCaBA University of West Georgia. Rationale. Children with autism require precise teaching strategies Paraprofessionals are often primary educators

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

Amy R. Wagner, LCSW, BCaBA University of West Georgia

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Amy r wagner lcsw bcaba university of west georgia

Enhancing IEP Achievement in Students with Autism through a Video Modeling Training with Paraprofessionals

Amy R. Wagner, LCSW, BCaBA

University of West Georgia



  • Children with autism require precise teaching strategies

  • Paraprofessionals are often primary educators

  • Paraprofessionals are often not provided with sufficient development opportunities

  • Short term mastery criteria typically guides instruction



  • CDC reports 1 in 88 children with autism

  • Vast empirical evidence relating early intensive intervention to child achievement.

    • Lovaas (1987 ) – 47% of experimental group vs 2% of control group

    • Similar results replicated by Sallows and Guptner (2005).

      • By age 7, 48% in regular education 1st and 2nd grade classes.

  • Individuals with autism often struggle with generalizing skills (Wehman, 2009)

Amy r wagner lcsw bcaba university of west georgia

  • Cowan and Allen (2007) present evidence that combining intensive teaching procedures and naturalistic teaching procedures promotes generalization

  • Moreover, these two procedures are well documented in the behavior analytic literature

    • Skinner and Keller (1950’s)

    • Saville, Lambert and Robertson (2011) – interteaching

    • Reed and Parsons (2000)

    • LeBlanc, Ricciardi, Luiselli (2005) – abbreviated performance feedback

    • Binder (2003) and Weiss (2010) – fluency

    • Catania et al. (2009), Moore and Fisher (2007) and Collins et al. (2009) – video modeling



  • Coordination of teaching strategies, focused on IEP objectives will accelerate student learning and skill maintenance

  • Fluent teaching skills will impact student performance

  • Efficient and less costly staff development methods are more likely to be implemented



To evaluate the effects of a video modeling protocol on staff and student performance

  • Design of an effective, efficient staff development tool

  • Consistency in which staff use teaching strategies as designed

  • Impact of those teaching strategies on student performance

  • Student achievement of IEP targets



  • 3 paraprofessionals currently working in a classroom with children with autism

  • Paraprofessionals trained to use discrete trial instructional skills through video modeling

    • Instructions and approximately 10 minutes of videos during each of the video modeling phases

  • Protocol excerpted from LeBlanc, Ricciardi, Luiselli (2005)

  • Student instructional trials linked to IEP objectives

  • Feedback provided to participants on accuracy of protocol use

  • Indirect measures of student achievement collected from teacher assessment

Video modeling instructions and example

Video Modeling Instructions and Example



  • Data analyzed using a ABC experimental design with replications.

  • IOA of 96% gathered from a sample of 25%

  • Baseline and intervention performance data collected for all staff participants

    • Performance measured as adherence to protocol

Staff performance

Staff Performance

Student performance

Student Performance

  • Improvements shown in 83% of student targets with baseline data

  • All three students showed some improvement

Limitations and recommendations

Limitations and Recommendations

  • Study was conducted with veteran staff - BL data was high

  • No webcam available for feedback

  • Researcher had no control over data collection

    • Protocol did not focus on accuracy of data collection

    • Behavior analysts did not conduct competency checks on data collection

  • Variability in student data:

    • Reinforcement preference or satiation

    • Insufficient trials

    • Non-compliance

    • Data validity and reliability

Limitations and recs continued

Limitations and Recs continued

  • Quality of videos

  • Staff feedback sheet not comprehensive - insufficient training given to behavior analysts

  • Classroom logistics required staff participant to be assigned to specific students. This clouded conclusions about generalization

  • Insufficient number of targets due to mastery prior to intervention

  • Due to time constraint, only one BL data point and two intervention data points – study needs to be extended. Multiple baseline for future research.



  • Data trends given the time constraints, veteran staff, and variability in student data

  • Dissertation…





Catania, C. N., & Almeida, D. (2009). Video modeling to train staff to implement discrete-trial instruction. Journal of Applied Behavior Analysis, 42(2), 387-392

Centers for Disease Control and Prevention. (2012). Retrieved from http://www.cdc.gov/ncbddd/autism/data.html

Collins, S., Higbee, T. S., Salzberg, C. (2009). The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of Applied Behavior Analysis, 42(4), 849-854.

Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Psychology in the Schools, 44(7), 1-15. doi: 10.1002/pits.20259

Amy r wagner lcsw bcaba university of west georgia

Leblanc, M., Ricciardi, J. N., & Luiselli, J. K. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education and Treatment of Children, 28(1), 76-82.

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3-9.

Moore, J. W., & Fisher, W. W. (2007). The effects of video modeling on staff acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 40(1), 197-202.

Reid, D. H., & Parsons, M. B. (2000). Organizational Behavior Management in Human Service Settings. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 275-294). Reno, NV: Greenwood: Context Press.

Amy r wagner lcsw bcaba university of west georgia

Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110(6), 417-438. Retrieved from EBSCOhost

Saville, B. K., Lambert, T. , & Robertson, S. (2011). Interteaching: Bringing behavioral education to the 21st century. The Psychological Record, 61(1), 153-166. Retrieved from EBSCOhost

Wehman, P., Smith, M. D., & Schall, C. (2009). Autism & the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul H. Brookes Publishing Co.

Weiss, M. J., Pearson, N., Foley, K., & Pahl, S. (2010). The importance of fluency outcomes in learners with autism. The Behavior Analyst Today, 11(4), 245-251.

  • Login