scholarly journals Development of Parents’ Competencies for Online Kindergarteners, Built on the Principles of the Pyramid Approach to Education

2020 ◽  
Vol 18 (4) ◽  
pp. 52-58
Author(s):  
O.A. Popova ◽  
O.M. Orlova
Keyword(s):  
Parental Education ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Behavioral Skills ◽  
Daily Work ◽  
Children With Asd ◽  
Before And After ◽  
Critical Competencies

The study shows the influence of education and feedback on the development of the competencies of parents supervising the distance learning of children with autism spectrum disorders (ASD) in the online kindergarten format. The paper presents materials of an empirical study involving five mothers and nurses accompanying children. The measurements of the three competencies of parents as tutors were carried out within one month and were made before and after teaching the parents the basics of ABA (applied behavior analysis) methods. We used the methodology of teaching parents behavioral skills BST (behavioral skills training). Parental training resulted in changes of parental competencies showing as improvements of percent ratios of correct reactions to a total number of samples regarding three critical competencies of parents as tutors: providing reinforcements, prompts, maintaining requests of children. It was found that trained parents of children with ASD are more effective at improving skills of their children than before training. Collaboration with families of children with ASD and the adaptation of parental education help families to be more successful in their daily work with their children, acquire new skills, and improve the quality of life of their families.

Training Peer Models to Promote Social Skills: Considerations for Practice

2017 ◽  
Vol 33 (3) ◽  
pp. 160-170 ◽  
Author(s):  
Therese L. Mathews ◽  
Christopher Vatland ◽  
Ashley M. Lugo ◽  
Elizabeth A. Koenig ◽  
Shawn P. Gilroy
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Behavioral Skills Training ◽  
Strong Support ◽  
Skills Training ◽  
Autism Spectrum ◽  
Behavioral Skills ◽  
Verbal Interactions ◽  
Peer Models ◽  
Treatment Package

Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.

Using Behavioral Skills Training to Support Caregivers Through Educational Telehealth

2021 ◽  
pp. 004005992110510
Author(s):  
Sara Werner Juarez
Keyword(s):  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Her Family ◽  
Home Support ◽  
Use Of Technology

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral skills training (BST) through educational telehealth to support caregivers’ implementation of evidence-based practices for children with disabilities. This article presents strategies on how to use synchronous and asynchronous technology to plan effective, efficient interventions that focus on families’ needs and preferences. BST procedures of instructions, modeling, rehearsal, and feedback are discussed within a case study for Lucía, a young child with autism spectrum disorder, and her family as they learn effective antecedent-based and consequence interventions to improve Lucía’s compliance. Practical techniques with direct application, such as an Instructions handout and a Sample Schedule, support practitioners’ implementation of direct in-home support for caregivers through the use of technology.

Application of Coaching and Behavioral Skills Training During a Preschool Practicum With a College Student With Autism Spectrum Disorder

2017 ◽  
Vol 16 (4) ◽  
pp. 275-294 ◽  
Author(s):  
Summer L. Gunn ◽  
Tyra P. Sellers ◽  
Ben Lignugaris/Kraft
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Clinical Decision Making ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Behavioral Skills ◽  
The Impact

The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation and immediate feedback in the practicum environment, was used to systematically address the participant’s deficits in social pragmatics and executive functioning as it related to the practicum setting. The current applied study relied on a single-case demonstration to measure treatment outcomes and inform clinical decision making. Dependent measures in the study included visual scanning, verbal interactions, and engagement with preschool age children. Outcomes included an increase in all dependent variables. The impact of treatment on the participant’s success in her preschool practicum will be discussed.

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