Using blended and guided technologies in a university course for scientist-practitioners

Roll-Pettersson, Lise; Ala’i-Rosales, Shahla

doi:10.1177/1744629509340179

Cited by 12 publications

(4 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A blended format designed to enable professionals to practice and apply skills in their work places in between teaching blocks emerged as key to participant learning and overall impact. The adoption of such a format is congruent with classical theories of adult learning and evidence from the field (Lotrecchiano, McDonald, Lyons, Long, & Zajicek-Farber, 2013; Roll-Pettersson & Ala’i-Rosales, 2010). In a country with significant cultural diversity like India, the opportunity to transfer learning from the training modules to their practice during the duration of the course allowed participants to adapt evidence-based practices to their respective settings and contexts.…”

Section: Discussionsupporting

confidence: 63%

What works and how: Adult learner perspectives on an autism intervention training program in India

Duggal

Dua

Chokhani³

et al. 2019

Autism

View full text Add to dashboard Cite

A significant treatment gap exists in low and middle income countries such as India for children with autism spectrum disorder. The Autism Intervention Training Program, a comprehensive 6-month program for training professionals in transdisciplinary evidence-based practices to address concerns associated with autism spectrum disorder, was piloted in India to address this gap. This study attempted to capture the perspectives of trainees on the effectiveness of andragogical approaches adopted in the Autism Intervention Training Program and the impact of this training on their work. An exploratory qualitative study was conceptualized, and in-depth interviews were conducted with 11 Autism Intervention Training Program trainees. Trainees highlighted the benefits of a blended training format, peer learning, and a responsive, reflective, experiential, and respectful approach to teaching and supervision. The impact of the program was perceived through an increase in trainees’ knowledge and skills, impact on their organizations, and positive outcomes for children with autism spectrum disorder and their families. There is a need to develop and document comprehensive, contextualized, and evidence-based training programs for autism spectrum disorder professionals in low and middle income countries. Focusing on andragogical frameworks while conceptualizing and delivering these training programs is underscored, as approaches that promote self-efficacy in learners and enable transformative learning can lead to a cascading impact in resource-constrained settings.

show abstract

Section: Discussionsupporting

confidence: 63%

What works and how: Adult learner perspectives on an autism intervention training program in India

Duggal

Dua

Chokhani³

et al. 2019

Autism

View full text Add to dashboard Cite

show abstract

“…Blended learning has the potential to capitalize on the advantages within a variety of learning systems (Bonk, 2006;Chen, Klein, & Minor, 2009;Graham, 2006;Roll-Pettersson & Ala'i-Rosales, 2009). …”

Section: Distance and Blended Learning Technologiesmentioning

confidence: 99%

Teaching and Learning Technologies in Higher Education: Applied Behaviour Analysis and Autism; “Necessity is the Mother of Invention”

Roll-Pettersson

́-Rosales

Keenan

et al. 2010

European Journal of Behavior Analysis

Self Cite

View full text Add to dashboard Cite

247The implementation of effective instruction in higher education for professionals working with children with autism and their families is complex: not only does the learner need to acquire an understanding of the principles and procedures of applied behaviour analysis but s/he also needs to be able to apply these to autism interventions. In essence, a professional who is appropriately trained in behaviour analysis and autism intervention should be able to understand and interpret autism diagnostic procedures; implement and utilize direct and indirect assessments; discern non-evidence-based from evidencebased practices; select and apply procedures as appropriate; be proficient in functional assessment and analysis, data collection and evaluation procedures; and problem-solve effectively when children are not making progress.However, as noted in the introduction to this special section, few universities worldwide offer higher education programs in applied behaviour analysis that are accredited by the Association for Behaviour Analysis International (ABAI) and approved by the Behavior Analytic Certification Board (BACB) for Certification (see Weiss & Shook, 2010). Even fewer have higher education programs that combine autism and applied behaviour analysis courses which meet consumer guidelines for autism specialists (see Weiss & Shook) and also fulfil university validation standards.In many places throughout the world the demand for behaviour analytic supports and services for individuals with autism far outweighs the availability of graduate-level courses. This situation has led to professionals who lack both adequate knowledge and relevant Professionals on both international and national levels who work with children with autism are expressing the need for graduate-level training in applied behaviour analysis. The implementation of effective instruction in higher education for professionals working with children with autism and their families is a complex undertaking: the learner needs to acquire an understanding of the principles and procedures of applied behaviour analysis and also adapt this knowledge to the learning prerequisites of individuals with autism. In this paper we outline some current thinking about adult education and blended learning technologies and then describe and illustrate with examples emerging possibilities of multimedia technology in the development of teaching materials. We conclude that synergies between graduate-level curriculum requirements, knowledge of adult learning, and communication technology are necessary to establish comprehensive learning environments for professionals who specialize in autism intervention.

show abstract

“…Though this meeting did not directly affect content in special education coursework, it led to the development of the first graduate-level verified course sequence (VCS) based on BACB Tasklist (3 rd edition). This VCS was commissioned by the City of Stockholm, launched at the Karolinska Institute 2004, subsidised through charities, and taught in collaboration with international colleagues from the USA, Norway, UK, and Ireland, using both on-site as well as blended learning technologies (Roll-Pettersson & Ala'i-Rosales, 2009;Roll-Pettersson et al, 2010). Students had backgrounds in speech-language therapy, special education, psychology, social work, and occupational therapy.…”

Section: History Of Behaviour Analysis and Higher Education In Swedenmentioning

confidence: 99%

Higher education and behavior analysis in Europe: creating a unified approach for the training of autism professionals

Roll-Pettersson

Gena

Eldevik

et al. 2020

European Journal of Behavior Analysis

Self Cite

View full text Add to dashboard Cite

Training of behaviour analysts for autism services, has improved notably within a European higher education context. However, regional discrepancies associated with economic, health care, social services, and institutional policies magnify the importance of creating appropriate unified training and consumer protection. Although the European Association for Behaviour Analysis (EABA) has endorsed the Behavior Analyst Certification Board's (BACB) designations, the absence of European and national regulations, recognition, and accreditation remain significant barriers to quality training and implementation. These challenges are particularly pertinent in light of BACB decision to limit certification to residents in the USA and Canada after 2022. Advances, challenges, and future directions are discussed within the context of higher education in the United Kingdom,

show abstract

Using blended and guided technologies in a university course for scientist-practitioners

Cited by 12 publications

References 62 publications

What works and how: Adult learner perspectives on an autism intervention training program in India

What works and how: Adult learner perspectives on an autism intervention training program in India

Teaching and Learning Technologies in Higher Education: Applied Behaviour Analysis and Autism; “Necessity is the Mother of Invention”

Higher education and behavior analysis in Europe: creating a unified approach for the training of autism professionals

Contact Info

Product

Resources

About