View in EDS HTML Full Text PDF Full Text

Providing implementation supports to intensify instruction in an autism classroom.

Saved in:
Bibliographic Details
Title: Providing implementation supports to intensify instruction in an autism classroom.
Authors: Dyer, Kathleen (AUTHOR), Redpath, Caroline (AUTHOR)
Source: Psychology in the Schools. Jun2021, Vol. 58 Issue 6, p1041-1055. 15p. 1 Chart, 1 Graph.
Subjects: Autism spectrum disorders, Autism, Science students, Goal (Psychology), Classrooms
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 150131653
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Providing implementation supports to intensify instruction in an autism classroom.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dyer%2C+Kathleen%22">Dyer, Kathleen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Redpath%2C+Caroline%22">Redpath, Caroline</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jun2021, Vol. 58 Issue 6, p1041-1055. 15p. 1 Chart, 1 Graph.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=150131653
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.22486
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 1041
    Subjects:
      – SubjectFull: Autism spectrum disorders
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Science students
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Classrooms
        Type: general
    Titles:
      – TitleFull: Providing implementation supports to intensify instruction in an autism classroom.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dyer, Kathleen
      – PersonEntity:
          Name:
            NameFull: Redpath, Caroline
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2021
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 00333085
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
ResultId 1