Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana

2020 ◽  
pp. 109830072092935
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Rachel Sofarelli
Keyword(s):  
Autism Spectrum Disorder ◽  
Performance Feedback ◽  
Staff Training ◽  
Autism Spectrum ◽  
Self Monitoring ◽  
Task Behavior ◽  
Culturally Adapted ◽  
Students With Autism ◽  
On Task Behavior ◽  
And Performance

This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum disorder (ASD) in Ghana participated in the study. The outcomes of the study were evaluated using a concurrent multiple baseline across participants (dyads) design with an ABC sequence. Results indicated that staff training using self-monitoring and performance feedback procedures successfully increased staff delivery of behavior-specific praise, but the procedures did not produce desired student outcomes. Culturally relevant adaptations to the topography of praise and implementation support were necessary to improve on-task behavior. This experiment provides an impetus for further examination of how common behavior-analytic training procedures can be culturally adapted for children with ASD in non-Western contexts.

Self-Monitoring of Attention versus Self-Monitoring of Performance: Replication and Cross-Task Comparison Studies

1994 ◽  
Vol 17 (2) ◽  
pp. 121-139 ◽  
Author(s):  
Karen R. Harris ◽  
Steve Graham ◽  
Robert Reid ◽  
Karen McElroy ◽  
Robin Stern Hamby
Keyword(s):  
Learning Disabilities ◽  
Performance Monitoring ◽  
Positive Impact ◽  
Students With Learning Disabilities ◽  
Self Monitoring ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
Story Writing ◽  
On Task Behavior ◽  
And Performance

The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple-baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-monitoring of performance, and all the students preferred this self-monitoring procedure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive effect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding designing, implementing, and evaluating self-monitoring procedures are provided.

Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention

2019 ◽  
Vol 42 (2) ◽  
pp. 225-244 ◽  
Author(s):  
Alexandra Beckman ◽  
Benjamin A. Mason ◽  
Howard P. Wills ◽  
Linda Garrison-Kane ◽  
Jonathan Huffman
Keyword(s):  
Autism Spectrum Disorder ◽  
Academic Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Monitoring ◽  
Students With Autism

Training Paraprofessionals to Target Socialization in Students With ASD

2016 ◽  
Vol 19 (2) ◽  
pp. 102-114 ◽  
Author(s):  
Sunny Kim ◽  
Robert L. Koegel ◽  
Lynn K. Koegel
Keyword(s):  
Performance Feedback ◽  
Social Validity ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Paraprofessional Training ◽  
Future Directions ◽  
Social Interventions ◽  
The Social ◽  
Students With Autism ◽  
And Performance

Although the literature suggests that it is feasible to train paraprofessionals to effectively implement social interventions for students with Autism Spectrum Disorders (ASD), there is a paucity of research that addresses the social validity of these programs. The present study replicated and extended previous research on paraprofessional training, as well as assessed social validity. Our results suggest that (a) paraprofessionals can be trained to fidelity using a package consisting of lecture and performance feedback, (b) there are collateral gains for paraprofessionals following the training, (c) the social interactions between students with ASD and typically developing peers improve following paraprofessional training, and (d) there is strong social validity in regard to acceptability of the training program. Limitations and future directions are discussed.

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