Examining the Effects of Brief Training on the Attitudes and Future Use of Behavioral Methods by Teachers

Allen, Kelly‐Ann; Bowles, Terry

doi:10.1002/bin.1376

Cited by 9 publications

(6 citation statements)

References 35 publications

(49 reference statements)

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“…Furthermore, attitudes toward a specific practice have been linked to reported use of that practice (Reding et al, 2014), and negative beliefs about a practice may be a barrier to adoption (e.g., Harned, Dimeff, Woodcock, & Contreras, 2013). Data indicate that this may be especially true of behavioral interventions for ASD; however, poor attitudes can be improved with education (Allen & Bowles, 2014). In Figure 1.…”

Section: Provider Attitudesmentioning

confidence: 99%

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Suhrheinrich

Rieth

Dickson

et al. 2019

Exceptional Children

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Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, report of use, sustainment, and satisfaction). Teachers’ ratings of training quality were related to higher fidelity during their follow-up year, β = .34, t(78) = 2.97, p < .004, and rating of intervention ease of use was related to higher daily CPRT use. Teacher ratings on the appeal scale of the attitudes measure were associated with individual sustainment, β = .35, t(55) = 2.76, p < .01. Leader involvement at recruitment meetings, β = .35, t(48) = 2.58, p = .01, and provision of CPRT training space, β = .44, t(48) = 2.73, p < .01, were significantly related to school sustainment. Teachers’ overall attitudes toward the intervention were significantly related to satisfaction with CPRT training, β = .41, t(80) = 3.96, p < .01. This study makes important preliminary contributions to understanding the impact of inner-context implementation determinants of a classroom-based EBP for students with autism spectrum disorder.

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Section: Provider Attitudesmentioning

confidence: 99%

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Suhrheinrich

Rieth

Dickson

et al. 2019

Exceptional Children

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“…familiarity and chance) could not be ruled out. This issue was also apparent in other published studies which employed both long (Fallon et al, 2011) and short (Allen and Bowles, 2014) interventions. The current study addressed this shortcoming through the use of a delayed intervention group who received the intervention at a later stage than the intervention group.…”

Section: Discussionmentioning

confidence: 78%

“…Fallon et al, 2011; Grey et al, 2005). It also adds to the literature through the use of a second, delayed intervention group, which in many ways acted to control for practice effects (see Allen and Bowles, 2014 for a brief intervention which did not employ a control).…”

mentioning

confidence: 99%

The impact of staff training on special educational needs professionals’ attitudes toward and understanding of applied behavior analysis

Smyth

Reading

McDowell

2017

J Intellect Disabil

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“…Previous studies have demonstrated that negative attitudes toward EBPs can be improved by training (e.g. Allen & Bowles, 2014;Bearman, Wadkins, Bailin, & Doctoroff, 2015). Providing education regarding attitudes toward EBPs may be as important as training in a specific EBP.…”

Section: Discussionmentioning

confidence: 99%

Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation

Verschuur

Huskens²,

Korzilius

et al. 2019

Autism

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In this study, we investigated the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist–child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether child age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 level III certified pivotal response treatment therapists who recorded three 10-min pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. Results indicated that therapists’ attitude toward evidence-based practices, specifically openness to innovation, and therapists’ experience with pivotal response treatment significantly predicted fidelity of pivotal response treatment implementation. Cross-validation methods largely confirmed these findings. Therapist personality, therapist–child relationship, and child characteristics were not significantly related to pivotal response treatment fidelity. Implications for clinical practice and directions for future research are discussed. Lay abstract Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist–child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child’s age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists’ openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist–child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists’ attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder.

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Examining the Effects of Brief Training on the Attitudes and Future Use of Behavioral Methods by Teachers

Cited by 9 publications

References 35 publications

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

Exploring Associations Between Inner-Context Factors and Implementation Outcomes

The impact of staff training on special educational needs professionals’ attitudes toward and understanding of applied behavior analysis

Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation

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