Discrete Trial Teaching Interventions for Students With Autism: Web-Based Video Modeling for Paraprofessionals. Issue 3 (September 2017)

• Record Type: Journal Article
• Authors: Cardinal, Jennifer R.; Gabrielsen, Terisa P.; Young, Ellie L.; Hansen, Blake D.; Kellems, Ryan; Hoch, Hannah; Nicksic-Springer, Taryn; Knorr, James
• Is Part Of: Journal of special education technology. Volume 32:Issue 3(2017)
• Page Start: 138
• Page End: 148
• Publication Date: 2017-09
• Subjects: technology -- autism -- ABA -- applied behavior analysis -- discrete trial teaching -- DTT -- paraeducator -- paraprofessional -- video modeling -- special education -- evidence-based intervention -- web-based; Children with disabilities -- Education -- Audio-visual aids -- Periodicals; Educational technology -- Periodicals; Children with disabilities -- Education -- Audio-visual aids; Educational technology; Periodicals; 371.90433
• DOI: 10.1177/0162643417704437
• Languages: English
• ISSNs: 0162-6434

Abstract

Delivering individualized learning interventions to students with autism spectrum disorder (ASD) is daunting for education professionals already stretched to capacity meeting needs of all of their students. Paraprofessionals (paraeducators) can assume integral roles in classroom support and management, but they may not be consistently trained in delivery of specialized intervention and instructional methods. We looked at using the technology of web-based video modeling with additional brief, in-person verbal corrective feedback to increase fidelity in paraprofessionals' delivery of instruction using discrete trial teaching (DTT), an applied behavioral analysis (ABA) intervention for youth with ASD that has extensive research showing effectiveness. Students ( n = 4) were ages 6–11 with ASD and mild to moderate intellectual disability. Paraprofessionals ( n = 4) had minimal or no prior training in DTT or ABA. Over 4–6 weeks, results included large effect sizes for fidelity improvement of paraprofessionals and skill improvement in students. By the end of the intervention, all paraprofessionals reached 90% fidelity. Social validity was strongly endorsed by the paraprofessionals. These results have implications for schools with skilled personnel shortages, particularly in rural and other underserved areas.