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. 2008 Summer;41(2):243-8.
doi: 10.1901/jaba.2008.41-243.

Further evaluation of a brief, intensive teacher-training model

Dorothea C Lerman  1 , Allison Tetreault, Alyson Hovanetz, Margaret Strobel, Joanie Garro
Affiliations

Further evaluation of a brief, intensive teacher-training model

Dorothea C Lerman et al. J Appl Behav Anal. 2008 Summer.

Abstract

The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.

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Figures

Figure 1
Figure 1
Percentage of correct procedural components for the single-stimulus, paired-choice, and multiple-stimulus preference assessments during baseline (BL), training, and follow-up for each teacher.
Figure 2
Figure 2
Percentage of correct procedural components for direct teaching across the three prompting strategies during baseline (BL), training, and follow-up for each teacher.
See this image and copyright information in PMC

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