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. 2015 Mar;30(1):1-12.
doi: 10.1177/016264341503000101.

Innovations in Behavioral Intervention Preparation for Paraprofessionals Working with Children with Autism Spectrum Disorder

Richard W Serna  1 , Harold E Lobo  2 , Cindy K Fleming  2 , Richard K Fleming  3 , Carol Curtin  4 , Michelle M Foran  1 , Charles D Hamad  4
Affiliations

Innovations in Behavioral Intervention Preparation for Paraprofessionals Working with Children with Autism Spectrum Disorder

Richard W Serna et al. J Spec Educ Technol. 2015 Mar.

Abstract

Given the empirically validated success of behavioral intervention based on applied behavior analysis for individuals with autism spectrum disorder and other developmental disabilities, the demand for knowledgeable and skilled paraprofessional teaching staff is very high. Unfortunately, there currently exists a widely recognized shortage of such practitioners. This paper describes the development of an online training program aimed at preparing paraprofessionals for face-to-face training and supervision, as part of a solution to the growing demand. The focus of the program has been on moving beyond traditional online pedagogy, which has limited interactivity. Instead, the approach to teaching fundamental knowledge and implementation skills in behavioral intervention methods incorporates first-person simulations, typical of live mentor/mentee training. Preliminary program evaluation data are also described.

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Figures

Figure 1
Figure 1
Screen capture from an Interactive Video Exercise in LearningABA. The white number in the upper right-hand corner of the illustration shows the number of the trial in the task, as seen by the learner. Near the bottom of the window are command buttons (e.g., GET READY, PRESENT LETTER, etc.) that the learner can select. Each button controlled action by the onscreen teacher and/or the onscreen child.
Figure 2
Figure 2
Screen capture of feedback from an Interactive Video Exercise in LearningABA. Here, the learner either did not press the DELIVER PRAISE button within 1.5 sec of the onscreen child’s response, or did not press the button at all. Thus, the screen turned a translucent gray, corrective feedback was presented, and the learner was invited to repeat that trial by clicking the OK button.
See this image and copyright information in PMC

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