Providing implementation supports to intensify instruction in an autism classroom.
Saved in:
| 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.
Login for full access.
|
|
Be the first to leave a comment!
