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Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder: A case for blending training models.

机译：研究自闭症谱系障碍儿童教师的传统和在线教学方法：混合培训模型的案例。

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摘要

Autism is a complex brain-based developmental disability with unknown etiology. It involves disturbances or delays in communication, social interaction, and play, as well as behavioral abnormalities including; obsessive, ritualistic, rigid, and/or stereotyped behavior. The disorder affects 1 in 68 individuals nationwide. Applied Behavior Analysis (ABA) is recognized by the medical community as the best practice approach to treating autism. Early, intensive, ABA treatment has been attributed to the widespread opinion that autism is now a treatable condition. The effectiveness of ABA, combined with the increasing incidence of autism, has resulted in a high demand for well-trained professionals who are able to effectively work with individuals with this diagnosis. Training programs are not producing ABA trained personnel at a rate that can meet the demand for services. Given the efficiencies which may be realized with online instruction, this study examined a blended approach to training staff by combining online professional training modules with classroom and field based instruction. The purpose of this quantitative study was to evaluate the efficacy of online instruction in ABA training models. A repeated measures design with the use of a control group was used to evaluate online instruction and compare its efficacy to that of live lecture or classroom based instruction. Results revealed a statistically significant difference in the level of training content learned and retained between the online group and the live lecture group. These results seem to suggest that something other than chance resulted in the online group scoring significantly higher than members in the live lecture group and that the online mode of instruction may have some merits that can be of value to address the demand for highly trained professionals to work in the autism field.
机译：自闭症是一种病因不明的复杂的基于脑的发育障碍。它涉及沟通，社交互动和游戏中的干扰或延迟，以及行为异常，包括；强迫，礼节，刻板和/或刻板行为。该疾病影响了全国68个人中的1个人。应用行为分析（ABA）被医学界公认是治疗自闭症的最佳实践方法。早期的强化ABA治疗已被归因于广泛的观点，即自闭症现已成为一种可治疗的疾病。 ABA的有效性以及自闭症的发病率不断上升，导致对训练有素的专业人员的需求很高，他们能够与患有这种诊断的个体有效地合作。培训计划并未以可以满足服务需求的速度来培养ABA培训人员。考虑到可以通过在线教学实现的效率，本研究通过将在线专业培训模块与基于课堂和现场教学的教学相结合，研究了一种混合培训员工的方法。这项定量研究的目的是评估ABA训练模型中在线指导的有效性。使用对照组的重复测量设计来评估在线教学，并将其效果与现场授课或基于课堂的教学进行比较。结果显示，在线小组和现场演讲小组之间在学习和保留的培训内容水平上有统计学意义的差异。这些结果似乎表明，偶然性以外的其他因素导致在线小组的得分明显高于现场演讲小组的成员，并且在线授课方式可能具有某些优点，可以满足训练有素的专业人员的需求。在自闭症领域工作。

著录项

  • 作者

    Filer, Ann Fairchild.;

  • 作者单位

    Cambridge College.;

  • 授予单位 Cambridge College.;
  • 学科 Educational technology.;Behavioral psychology.;Teacher education.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 158 p.
  • 总页数 158
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 化学;
  • 关键词

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