A Staff-Training Program to Increase Spontaneous Vocal Requests in Children With Autism

Dyer, Kathleen; Karp, Rebecca

doi:10.1007/bf03391805

Cited by 9 publications

(5 citation statements)

References 37 publications

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“…Two other subcategories within the trainee activities category (involvement in training and nonspecific interactions), each of which accounted for 12% of comments in this category, further support the benefits of promoting active responding in regard to trainee preference. The importance of active participant responding has been established within behavioral approaches to university teaching in regard to the effectiveness of the teaching (Austin, 2000) as well as within staff training programs (Dyer & Karp, 2013). Results here suggest that active trainee responding in behavioral workshops is also well received by many trainees.…”

Section: Discussion and Implications For Practitionersmentioning

confidence: 53%

“…In light of the recognized importance of participant acceptance of training workshops, a number of investigations on methods of training human service staff have included evaluations of trainee acceptance. Typically the evaluations have focused on acceptance of the overall training program or workshop (e.g., Dyer & Karp, 2013;Pritchard et al, 2017;Schepis, Ownbey, Parsons, & Reid, 2000). In contrast, there has been much less research attention directed to trainee acceptance of various components of training workshops.…”

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confidence: 99%

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The Best and Worst Things Staff Report About Behavioral Training Workshops: a Large-Scale Evaluation

Reid¹,

Green²,

Parsons³

et al. 2018

Behav Analysis Practice

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A variable affecting the success of staff training programs conducted by behavior analysts is trainee acceptance of the training. This study constituted a large-scale evaluation of staff acceptance of behavioral training workshops. Over a 10-year period, 646 human service staff who participated in 132 workshops were questioned regarding the best and worst thing about the workshops. The most common staff comments concerning the best thing pertained to the training content, followed closely by trainer style and then trainee activities. There were far fewer comments regarding the worst thing, with most involving aspects of the physical environment in which training occurred. Implications of the results for practitioners are offered in terms of conducting workshop training in accordance with trainees' reported preferences. Emphasis is placed on ensuring training content is specific in nature as well as new and relevant for the trainees' work situation, providing frequent demonstrations and examples, and structuring repeated opportunities for active trainee responding.

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Section: Discussion and Implications For Practitionersmentioning

confidence: 53%

mentioning

confidence: 99%

The Best and Worst Things Staff Report About Behavioral Training Workshops: a Large-Scale Evaluation

Reid¹,

Green²,

Parsons³

et al. 2018

Behav Analysis Practice

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“…To meet criteria for the review, an article had to (a) appear in an English-language peer-reviewed journal; (b) include data on individual paraprofessional staff as the intervention delivery personnel, rather than delivery by certified teachers, master's level clinicians (e.g., Nigro-Bruzzi & Sturmey, 2010), or parents (e.g., Gillett & LeBlanc, 2007), or data that could not be disaggregated for individual paraprofessionals (e.g., Dyer & Karp, 2013); (c) include children from birth through 8 years old with a diagnosis of ASD as recipients of intervention; (d) report directly measuring the effects of an independent variable (IV; that is, training package that teaches service providers an intervention for children with ASD) on a dependent variable (DV) of paraprofessional behavior; and (e) target a social communication outcome for children with ASD such as spontaneous communication, joint attention, play, or reciprocal interaction rather than compliance, labeling, or self-help skills (e.g., Toelken & Miltenberger, 2012).…”

Section: Methodsmentioning

confidence: 99%

Examining Paraprofessional Interventions to Increase Social Communication for Young Children With ASD

Mrachko

Kaczmarek

2016

Topics in Early Childhood Special Education

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Interventions and Autism Spectrum Disorder Social communication skill development begins early in infancy and continues throughout childhood. During the first year of life, a child learns to deliberately communicate through social exchanges such as smiling, coordinating attention between objects and people, and using sound and gestures (Wetherby, 2006). Such early social engagement lays the foundation for more complex social interactions that emerge in early childhood, including imitation, imaginary play, and spoken language (Kohler, Anthony, Steigner, & Hoyson, 2001). Spoken language develops to fulfill communicative functions such as requesting wants and needs, labeling items, and obtaining information (Sundberg & Michael, 2001). Children with autism spectrum disorder (ASD) often struggle with early social engagement leading to further difficulties with more complex social communication, academic learning, and personal interactions (Kasari, Gulsrud, Wong, Kwon, & Locke, 2010). Research confirms that children with ASD spend more time in purposeless activity, interact less with others, and maintain greater physical distance from peers compared with typically developing peers (Goldstein, Lackey, & Schneider, 2014). Among the deficits related to a lack of social engagement is an absence of social communication, a core deficit in children with ASD (American Psychiatric Association, 2013). Early social communication skills, such as joint attention, imitation, symbolic play, and the ability to understand and express language, are skills that are often delayed or impaired in children with ASD (Ingersoll & Schreibman, 2006). In particular, spontaneous social communication is a typical behavior that children with autism often lack (Duffy & Healy, 2011). Recently, interventions combining behavioral and developmental approaches delivered in natural environments show promising results in increasing social communication behaviors in young children with ASD (Dawson 662870T ECXXX10.

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“…Implementation support strategies that have been successful in producing improved performance of instructors for children with autism and other developmental disabilities in service‐delivery settings include goal setting, instruction, modeling, rehearsal, performance feedback, coaching, nondirective consultation, preferences, and reinforcement (DiGennaro Reed & Reed, 2014; Kucharczyk et al, 2012; Parsons et al, 2012; Peck et al, 1989). These strategies have proven effective in increasing staff implementation of evidenced‐based interventions such as discrete trial training (Dib & Sturmey, 2007), natural language training techniques (Dyer & Karp, 2013), functional activities (Dyer et al, 1984), augmentative and alternative communication (AAC) instruction (Wood et al, 2007) and writing of Individualized Education Program (IEP) objectives (Ruble et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Providing implementation supports to intensify instruction in an autism classroom

Dyer¹,

Redpath²

2021

Psychology in the Schools

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This study evaluated whether an implementation support package using collaborative goal setting, nondirective consultation, feedback, and reinforcement would result in an increase in the implementation of planned speech and language programs in a classroom for students with autism spectrum disorders. Additional measures were collected to assess generalization to other skill-building programs in the students' schedules that were not targeted in the intervention. The results of a multiple-baseline analysis revealed that the implementation supports were successful in increasing the frequency of implementation of speech and language programs to goal levels. Further, these gains were maintained when staff support was faded to a weekly schedule for two of the students. The third student required weekly staff support to maintain goal levels. Discontinuation of direct staff support in the maintenance phase resulted in higher and more consistent implementation frequency than seen in the baseline.Similar trends in the generalization targets were evidenced.The results are discussed in relation to implementation science for students with autism.

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A Staff-Training Program to Increase Spontaneous Vocal Requests in Children With Autism

Cited by 9 publications

References 37 publications

The Best and Worst Things Staff Report About Behavioral Training Workshops: a Large-Scale Evaluation

The Best and Worst Things Staff Report About Behavioral Training Workshops: a Large-Scale Evaluation

Examining Paraprofessional Interventions to Increase Social Communication for Young Children With ASD

Providing implementation supports to intensify instruction in an autism classroom

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