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
Enhancing IEP Achievement in Students with Autism through a Video Modeling Training with Paraprofessionals
Amy R. Wagner, LCSW, BCaBA
University of West Georgia
To evaluate the effects of a video modeling protocol on staff and student performance
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
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.
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.