Indicators of quality teaching in intensive behavioral intervention: a survey of parents and professionals
Intensive Behavioral Intervention (IBI) is being used extensively with children with autism. It is widely accepted that a large quantity of IBI is necessary to maximize children's outcomes, but outcomes remain variable and one reason for this is likely related to the quality of intervention chi...
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| Vydáno v: | Behavioral interventions Ročník 21; číslo 2; s. 85 - 96 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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Chichester, UK
John Wiley & Sons, Ltd
01.04.2006
Wiley Subscription Services, Inc |
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| ISSN: | 1072-0847, 1099-078X |
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| Abstract | Intensive Behavioral Intervention (IBI) is being used extensively with children with autism. It is widely accepted that a large quantity of IBI is necessary to maximize children's outcomes, but outcomes remain variable and one reason for this is likely related to the quality of intervention children are receiving. There is little empirical evidence regarding the nature and measurement of quality IBI. This paper presents results of a survey examining the views of parents and professionals about quality IBI and how it should be measured. Parents rated the importance of 11 IBI characteristics and professionals indicated whether these characteristics should be measured objectively or subjectively. All respondents selected three characteristics they thought most important and answered open‐ended questions about: additional quality indicators and IBI programming issues for which empirical evidence is needed. Parental ratings supported the importance of virtually all the suggested characteristics. Professional results emphasized the importance of objective measurement. The most frequently selected indicators of high quality teaching across groups were: creating generalization opportunities, administering reinforcers of the appropriate type, and using effective/appropriate behavior management strategies. There were interesting differences across groups and many valuable suggestions about additional indicators of quality and empirical questions of interest. Copyright © 2006 John Wiley & Sons, Ltd. |
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| AbstractList | Intensive Behavioral Intervention (IBI) is being used extensively with children with autism. It is widely accepted that a large quantity of IBI is necessary to maximize children's outcomes, but outcomes remain variable and one reason for this is likely related to the quality of intervention children are receiving. There is little empirical evidence regarding the nature and measurement of quality IBI. This paper presents results of a survey examining the views of parents and professionals about quality IBI and how it should be measured. Parents rated the importance of 11 IBI characteristics and professionals indicated whether these characteristics should be measured objectively or subjectively. All respondents selected three characteristics they thought most important and answered open‐ended questions about: additional quality indicators and IBI programming issues for which empirical evidence is needed. Parental ratings supported the importance of virtually all the suggested characteristics. Professional results emphasized the importance of objective measurement. The most frequently selected indicators of high quality teaching across groups were: creating generalization opportunities, administering reinforcers of the appropriate type, and using effective/appropriate behavior management strategies. There were interesting differences across groups and many valuable suggestions about additional indicators of quality and empirical questions of interest. Copyright © 2006 John Wiley & Sons, Ltd. Intensive Behavioral Intervention (IBI) is being used extensively with children with autism. It is widely accepted that a large quantity of IBI is necessary to maximize children's outcomes, but outcomes remain variable and one reason for this is likely related to the quality of intervention children are receiving. There is little empirical evidence regarding the nature and measurement of quality IBI. This paper presents results of a survey examining the views of parents and professionals about quality IBI and how it should be measured. Parents rated the importance of 11 IBI characteristics and professionals indicated whether these characteristics should be measured objectively or subjectively. All respondents selected three characteristics they thought most important and answered open‐ended questions about: additional quality indicators and IBI programming issues for which empirical evidence is needed. Parental ratings supported the importance of virtually all the suggested characteristics. Professional results emphasized the importance of objective measurement. The most frequently selected indicators of high quality teaching across groups were: creating generalization opportunities, administering reinforcers of the appropriate type, and using effective/appropriate behavior management strategies. There were interesting differences across groups and many valuable suggestions about additional indicators of quality and empirical questions of interest. Copyright © 2006 John Wiley & Sons, Ltd. Intensive Behavioral Intervention (IBI) is being used extensively with children with autism. It is widely accepted that a large quantity of IBI is necessary to maximize children's outcomes, but outcomes remain variable and one reason for this is likely related to the quality of intervention children are receiving. There is little empirical evidence regarding the nature and measurement of quality IBI. This paper presents results of a survey examining the views of parents and professionals about quality IBI and how it should be measured. Parents rated the importance of 11 IBI characteristics and professionals indicated whether these characteristics should be measured objectively or subjectively. All respondents selected three characteristics they thought most important and answered open-ended questions about: additional quality indicators and IBI programming issues for which empirical evidence is needed. Parental ratings supported the importance of virtually all the suggested characteristics. Professional results emphasized the importance of objective measurement. The most frequently selected indicators of high quality teaching across groups were: creating generalization opportunities, administering reinforcers of the appropriate type, and using effective/appropriate behavior management strategies. There were interesting differences across groups and many valuable suggestions about additional indicators of quality and empirical questions of interest. Intensive Behavioral Intervention (IBI) is being used extensively with children with autism. It is widely accepted that a large quantity of IBI is necessary to maximize children's outcomes, but outcomes remain variable and one reason for this is likely related to the quality of intervention children are receiving. There is little empirical evidence regarding the nature and measurement of quality IBI. This paper presents results of a survey examining the views of parents and professionals about quality IBI and how it should be measured. Parents rated the importance of 11 IBI characteristics and professionals indicated whether these characteristics should be measured objectively or subjectively. All respondents selected three characteristics they thought most important and answered open-ended questions about: additional quality indicators and IBI programming issues for which empirical evidence is needed. Parental ratings supported the importance of virtually all the suggested characteristics. Professional results emphasized the importance of objective measurement. The most frequently selected indicators of high quality teaching across groups were: creating generalization opportunities, administering reinforcers of the appropriate type, and using effective/appropriate behavior management strategies. There were interesting differences across groups and many valuable suggestions about additional indicators of quality and empirical questions of interest. [PUBLICATION ABSTRACT] |
| Author | Penn, Helen E. Perry, Adrienne Prichard, E. Alice |
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| References | Perry, A. (2002). Intensive early intervention program for children with autism: Background and design of the Ontario preschool autism initiative. Journal on Developmental Disabilities, 9(2), 121-128. Hundert, J., Walton-Allen, N., Earle-Williams, K., Sim, M., & Cope-Scott, K. (2000). Intensive behavioral intervention: A manual for instructor therapists. Hamilton, ON: Behaviour Institute. Kasari, C. (2002). Assessing change in early intervention programs for children with autism. Journal of Autism and Developmental Disorders, 32, 447-461. New York State Department of Health. (1999). Autism/Pervasive developmental disorders: Clinical practice guidelines technical report. New York: Author. Koegel, R. L., Russo, D. C., & Rincover, A. (1977). Assessing and training teachers in the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197-205. Bibby, P., Eikeseth, S., Martin, N. T., Mudford, O. C., & Reeves, D. (2002). Progress and outcomes for children with autism receiving parent-managed interventions. Research in Developmental Disabilities, 23, 81-104. Davis, B. J., Smith, T., & Donahoe, P. (2002). Evaluating supervisors in the UCLA treatment model for children with autism: Validation of an assessment procedure. Behavior Therapy, 31, 601-614. Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: A 4- to 6-year follow-up. Journal of Autism and Developmental Disorders, 30, 137-142. Leaf, R., & McEachin, J. (1998). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: Different Roads to Learning. Schreibman, L. (2000). Intensive behavioral/psychoeducational treatments for autism: Research needs and future directions. Journal of Autism and Developmental Disorders, 30, 373-378. National Research Council. (2001). Educating children with autism. Committee on Education and Interventions for Children with Autism: Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Glaser, B. G. (1992). Basics of grounded theory analysis. Mill Valley, CA: Sociology Press. Jacobson, J. (2000). Early intensive behavior intervention: Emergence of a consumer-driven service model. The Behavior Analyst, 23, 149-168. Wolery, M., & Garfinkle, A. N. (2002). Measures in intervention research with young children who have autism. Journal of Autism and Developmental Disorders, 32, 463-478. Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9. 1987; 55 2001 2002; 9 2002; 31 2000 2000; 23 2002; 23 2000; 30 2002; 32 1998 1996 2005 1977; 10 1992 2004, March 2004, May 2003, November 1999 Glaser B. G. (e_1_2_1_4_1) 1992 Hundert J. (e_1_2_1_7_1) 2000 New York State Department of Health (e_1_2_1_14_1) 1999 Leaf R. (e_1_2_1_11_1) 1998 e_1_2_1_20_1 e_1_2_1_6_1 e_1_2_1_3_1 e_1_2_1_12_1 National Research Council (e_1_2_1_13_1) 2001 e_1_2_1_10_1 e_1_2_1_21_1 e_1_2_1_2_1 e_1_2_1_22_1 e_1_2_1_16_1 e_1_2_1_15_1 Green G. (e_1_2_1_5_1) 1996 Perry A. (e_1_2_1_17_1) 2002; 9 Jacobson J. (e_1_2_1_8_1) 2000; 23 e_1_2_1_9_1 e_1_2_1_18_1 e_1_2_1_19_1 |
| References_xml | – reference: Leaf, R., & McEachin, J. (1998). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: Different Roads to Learning. – reference: Hundert, J., Walton-Allen, N., Earle-Williams, K., Sim, M., & Cope-Scott, K. (2000). Intensive behavioral intervention: A manual for instructor therapists. Hamilton, ON: Behaviour Institute. – reference: Perry, A. (2002). Intensive early intervention program for children with autism: Background and design of the Ontario preschool autism initiative. Journal on Developmental Disabilities, 9(2), 121-128. – reference: Wolery, M., & Garfinkle, A. N. (2002). Measures in intervention research with young children who have autism. Journal of Autism and Developmental Disorders, 32, 463-478. – reference: New York State Department of Health. (1999). Autism/Pervasive developmental disorders: Clinical practice guidelines technical report. New York: Author. – reference: Koegel, R. L., Russo, D. C., & Rincover, A. (1977). Assessing and training teachers in the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197-205. – reference: Schreibman, L. (2000). Intensive behavioral/psychoeducational treatments for autism: Research needs and future directions. Journal of Autism and Developmental Disorders, 30, 373-378. – reference: Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9. – reference: Davis, B. J., Smith, T., & Donahoe, P. (2002). Evaluating supervisors in the UCLA treatment model for children with autism: Validation of an assessment procedure. Behavior Therapy, 31, 601-614. – reference: Jacobson, J. (2000). Early intensive behavior intervention: Emergence of a consumer-driven service model. The Behavior Analyst, 23, 149-168. – reference: Bibby, P., Eikeseth, S., Martin, N. T., Mudford, O. C., & Reeves, D. (2002). Progress and outcomes for children with autism receiving parent-managed interventions. Research in Developmental Disabilities, 23, 81-104. – reference: Kasari, C. (2002). Assessing change in early intervention programs for children with autism. Journal of Autism and Developmental Disorders, 32, 447-461. – reference: Glaser, B. G. (1992). Basics of grounded theory analysis. Mill Valley, CA: Sociology Press. – reference: National Research Council. (2001). Educating children with autism. Committee on Education and Interventions for Children with Autism: Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. – reference: Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: A 4- to 6-year follow-up. Journal of Autism and Developmental Disorders, 30, 137-142. – volume: 31 start-page: 601 year: 2002 end-page: 614 article-title: Evaluating supervisors in the UCLA treatment model for children with autism: Validation of an assessment procedure publication-title: Behavior Therapy – volume: 32 start-page: 447 year: 2002 end-page: 461 article-title: Assessing change in early intervention programs for children with autism publication-title: Journal of Autism and Developmental Disorders – year: 2004, May – volume: 10 start-page: 197 year: 1977 end-page: 205 article-title: Assessing and training teachers in the generalized use of behavior modification with autistic children publication-title: Journal of Applied Behavior Analysis – volume: 23 start-page: 149 year: 2000 end-page: 168 article-title: Early intensive behavior intervention: Emergence of a consumer‐driven service model publication-title: The Behavior Analyst – year: 2005 – volume: 23 start-page: 81 year: 2002 end-page: 104 article-title: Progress and outcomes for children with autism receiving parent‐managed interventions publication-title: Research in Developmental Disabilities – volume: 32 start-page: 463 year: 2002 end-page: 478 article-title: Measures in intervention research with young children who have autism publication-title: Journal of Autism and Developmental Disorders – year: 2001 – year: 2000 – start-page: 29 year: 1996 end-page: 44 – volume: 30 start-page: 137 year: 2000 end-page: 142 article-title: Age and IQ at intake as predictors of placement for young children with autism: A 4‐ to 6‐year follow‐up publication-title: Journal of Autism and Developmental Disorders – volume: 30 start-page: 373 year: 2000 end-page: 378 article-title: Intensive behavioral/psychoeducational treatments for autism: Research needs and future directions publication-title: Journal of Autism and Developmental Disorders – year: 2003, November – volume: 9 start-page: 121 issue: 2 year: 2002 end-page: 128 article-title: Intensive early intervention program for children with autism: Background and design of the Ontario preschool autism initiative publication-title: Journal on Developmental Disabilities – year: 1992 – volume: 55 start-page: 3 year: 1987 end-page: 9 article-title: Behavioral treatment and normal educational and intellectual functioning in young autistic children publication-title: Journal of Consulting and Clinical Psychology – year: 2004, March – year: 1998 – year: 1999 – ident: e_1_2_1_22_1 doi: 10.1023/A:1020598023809 – ident: e_1_2_1_21_1 – volume-title: Basics of grounded theory analysis year: 1992 ident: e_1_2_1_4_1 – ident: e_1_2_1_2_1 doi: 10.1016/S0891-4222(02)00095-1 – ident: e_1_2_1_6_1 doi: 10.1023/A:1005459606120 – volume-title: A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism year: 1998 ident: e_1_2_1_11_1 – ident: e_1_2_1_16_1 – volume: 9 start-page: 121 issue: 2 year: 2002 ident: e_1_2_1_17_1 article-title: Intensive early intervention program for children with autism: Background and design of the Ontario preschool autism initiative publication-title: Journal on Developmental Disabilities – ident: e_1_2_1_20_1 doi: 10.1023/A:1005535120023 – ident: e_1_2_1_19_1 – ident: e_1_2_1_9_1 doi: 10.1023/A:1020546006971 – volume-title: Intensive behavioral intervention: A manual for instructor therapists year: 2000 ident: e_1_2_1_7_1 – ident: e_1_2_1_12_1 doi: 10.1037/0022-006X.55.1.3 – ident: e_1_2_1_10_1 doi: 10.1901/jaba.1977.10-197 – volume-title: Educating children with autism year: 2001 ident: e_1_2_1_13_1 – ident: e_1_2_1_3_1 doi: 10.1016/S0005-7894(02)80019-3 – ident: e_1_2_1_18_1 – volume: 23 start-page: 149 year: 2000 ident: e_1_2_1_8_1 article-title: Early intensive behavior intervention: Emergence of a consumer‐driven service model publication-title: The Behavior Analyst doi: 10.1007/BF03392008 – volume-title: Autism/Pervasive developmental disorders: Clinical practice guidelines technical report year: 1999 ident: e_1_2_1_14_1 – ident: e_1_2_1_15_1 – start-page: 29 volume-title: Behavioral intervention for young children with autism: A manual for parents and professionals year: 1996 ident: e_1_2_1_5_1 |
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