The effects of teacher-delivered behavior skills training on paraeducators' use of a communication intervention for a student with autism who uses AAC

References

• Alzrayer, N. M. (2020). Transitioning from a low- to high-tech Augmentative and Alternative Communication (AAC) system: effects on augmented and vocal requesting. Augmentative and Alternative Communication, 36, 155–165. DOI: 10.1080/07434618.2020.1813196
   Google Scholar
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). Arlington, VA: American Psychiatric Association.
   Google Scholar
• Andzik, N. R., & Cannella-Malone, H. I. (2019). Practitioner implementation of communication intervention with students with complex communication needs. American Journal on Intellectual and Developmental Disabilities, 124(5), 395–410. doi:10.1352/1944-7558-124.5.395
   PubMedGoogle Scholar
• Andzik, N. R., Chung, Y. C., & Kranak, M. P. (2016). Communication opportunities for elementary school students who use augmentative and alternative communication. Augmentative and Alternative Communication (Baltimore, MD: 1985), 32(4), 272–281. doi:10.1080/07434618.2016.1241299
   PubMed Web of Science ®Google Scholar
• Andzik, N. R., Schaefer, J. M., Nichols, R., & Cannella-Malone, H. I. (2019). Exploring relationships between teacher training and support strategies for students utilizing AAC. Journal of International Special Needs Education, 22(1), 25–34. doi:10.9782/16-00044
   Google Scholar
• Andzik, N. R., Schaefer, J. M., Nichols, R., & Chung, Y. C. (2018). National survey describing and quantifying students with communication needs. Developmental Neurorehabilitation, 21(1), 40–47. doi:10.1080/17518423.2017.1339133
   PubMed Web of Science ®Google Scholar
• Biggs, E. E., Carter, E. W., Bumble, J. L., Barnes, K., & Mazur, E. L. (2018). Enhancing peer network interventions for students with complex communication needs. Exceptional Children, 85(1), 66–85. doi:10.1177/0014402918792899
   Web of Science ®Google Scholar
• Biggs, E. E., Carter, E. W., & Gustafson, J. (2017). Efficacy of peer support arrangements to increase peer interaction and AAC use. American Journal on Intellectual and Developmental Disabilities, 122(1), 25–48. https://doi.org/10.1352/19447558!122.1.25 doi:10.1352/1944-7558-122.1.25
   PubMedGoogle Scholar
• Brock, M. E., & Anderson, E. J. (2020). Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say? Psychology in the Schools. Retrieved from: https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22386?casa_token=x9vwMn40h4EAAAAA:fqL_sSp2JjuE_TFFAI09j_fcyNEyKVq8QzMTthw8wrOozPJue01K4mvaUhDnXjAIhSRY6evC8aEU. doi:10.1002/pits.22386
   Web of Science ®Google Scholar
• Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page, E. J., … Dueker, S. A. (2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children, 84(1), 7–26. doi:10.1177/0014402917698008
   Web of Science ®Google Scholar
• Chiang, H. M., & Carter, M. (2008). Spontaneity of communication in individuals with autism. Journal of Autism and Developmental Disorders, 38(4), 693–705. doi:10.1007/s10803-007-0436-7z
   PubMed Web of Science ®Google Scholar
• Chung, Y. C., & Carter, E. W. (2013). Promoting peer interactions in inclusive classrooms for students who use speech! Generating devices. Research and Practice for Persons with Severe Disabilities, 38(2), 94–109. doi:10.2511/027494813807714492
   Web of Science ®Google Scholar
• Clayton, M., & Headley, A. (2019). The use of behavioral skills training to improve staff performance of discrete trial training. Behavioral Interventions, 34(1), 136–143. doi:10.1002/bin.1656
   Web of Science ®Google Scholar
• Douglas, S. N., Light, J. C., & McNaughton, D. B. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91–101. doi:10.1177/0271121412467074
   Web of Science ®Google Scholar
• Ganz, J. B., Morin, K. L., Foster, M. J., Vannest, K. J., Genç Tosun, D., Gregori, E. V., & Gerow, S. L. (2017). High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: A meta-analysis. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 33(4), 224–238. doi:10.1080/07434618.2017.1373855
   PubMed Web of Science ®Google Scholar
• Gevarter, G., Groll, M., & Stone. E. (2020). Dynamic assessment of augmentative and alternative communication application grid formats and communicative targets for children with autism spectrum disorder, Augmentative and Alternative Communication, 36, 226–237, DOI: 10.1080/07434618.2020.1845236
   Google Scholar
• Gianoumis, S., Seiverling, L., & Sturmey, P. (2012). The effects of behavioral skills training on correct teacher implementation of natural language paradigm teaching skills and child behavior. Behavioral Interventions, 27(2), 57–74. doi:10.1002/bin.1334
   Web of Science ®Google Scholar
• Goldstein, S., & Naglieri, J. A. (2009). Autism spectrum rating scales (ASRS). Toronto: ON: Multi-Health Systems.
   Google Scholar
• Hogan, A., Knez, N., & Kahng, S. (2015). Evaluating the use of behavioral skills training to improve school staffs’ implementation of behavior intervention plans. Journal of Behavioral Education, 24(2), 242–254. doi:10.1007/s10864-014-9213-9
   Web of Science ®Google Scholar
• Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation on the multiple baseline. Journal of Applied Behavior Analysis, 11(1), 189–196. doi:10.1901/jaba.1978.11-189
   PubMed Web of Science ®Google Scholar
• Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from https://files.eric.ed.gov/fulltext/ED510743.pdf
   Google Scholar
• Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge.
   Google Scholar
• Mrachko, A. A., & Kaczmarek, L. A. (2017). Examining paraprofessional interventions to increase social communication for young children with ASD. Topics in Early Childhood Special Education, 37(1), 4–15. doi:10.1177/0271121416662870
   Web of Science ®Google Scholar
• Muharib, R., Alzrayer, N. M., Wood, C. L., & Voggt, A. P. (2019). Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities. Augmentative and Alternative Communication, 35, 251–262, DOI: 10.1080/07434618.2019.1704433
   Google Scholar
• National Professional Development Center on Autism Spectrum Disorder. (n.d). http://autismpdc.fpg.unc.edu/evidence-based-practices
   Google Scholar
• Nigro‐Bruzzi, D., & Sturmey, P. (2010). The effects of behavioral skills training on mand training by staff and unprompted vocal mands by children. Journal of Applied Behavior Analysis, 43(4), 757–761. doi:10.1901/jaba.2010.43-757
   PubMed Web of Science ®Google Scholar
• Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2013). Teaching practitioners to conduct behavioral skills training: A pyramidal approach for training multiple human service staff. Behavior Analysis in Practice, 6(2), 4–16. doi:10.1007/BF03391798
   PubMedGoogle Scholar
• Pence, S. T., Peter, C. C., & Giles, A. F. (2014). Teacher acquisition of functional analysis methods using pyramidal training. Journal of Behavioral Education, 23(1), 132–149. doi:10.1007/s10864-013-9182-4
   Google Scholar
• Pence, S. T., Peter, C. C., & Tetreault, A. S. (2012). Increasing accurate preference assessment implementation through pyramidal training. Journal of Applied Behavior Analysis, 45(2), 345–359. doi:10.1901/jaba.2012.45-345
   PubMed Web of Science ®Google Scholar
• Rosales, R., Stone, K., & Rehfeldt, R. A. (2009). The effects of behavioral skills training on implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 42(3), 541–549. doi:10.1901/jaba.2009.42-541
   PubMed Web of Science ®Google Scholar
• Sawyer, M. R., Andzik, N. R., Kranak, M. P., Willke, C. P., Curiel, E. S., Hensley, L. E., & Neef, N. A. (2017). Improving pre-service teachers' performance skills through behavioral skills training. Behavior Analysis in Practice, 10(3), 296–300. doi:10.1007/s40617-017-0198-4
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W. (2002). On the importance of being earnest about treatment integrity. Augmentative and Alternative Communication, 18(1), 36–44. doi:10.1080/aac.18.1.6.44
   Google Scholar
• Schlosser, R. W., & Braun, U. (1994). Efficacy of AAC interventions: Methodologic issues in evaluating behavior change, generalization, and effects. Augmentative and Alternative Communication, 10(4), 207–223. doi:10.1080/07434619412331276920
   Google Scholar
• Schlosser, R. W., & Lee, D. (2000). Promoting generalization and maintenance in augmentative and alternative communication: A meta-analysis of 20 years of effectiveness research. Augmentative and Alternative Communication, 16(4), 208–227. doi:10.1080/07434610012331279074
   Google Scholar
• Schlosser, R. W., & Raghavendra, P. (2004). Evidence-based practice in augmentative and alternative communication. Augmentative and Alternative Communication, 20(1), 1–21. doi:10.1080/07434610310001621083
   Google Scholar
• Seiverling, L., Pantelides, M., Ruiz, H. H., & Sturmey, P. (2009). The effect of behavioral skills training with general‐case training on staff chaining of child vocalizations within natural language paradigm. Behavioral Interventions, 25(1), n/a–75. doi:10.1002/bin.293
   Web of Science ®Google Scholar
• Snell, M. E., Brady, N., McLean, L., Ogletree, B. T., Siegel, E., Sylvester, L., … Sevcik, R. (2010). Twenty years of communication intervention research with individuals who have severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 115(5), 364–380. doi:10.1352/1944-7558-115-5.364
   PubMedGoogle Scholar
• Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. doi:10.1901/jaba.1977.10-349
   PubMed Web of Science ®Google Scholar
• Van Der Meer, L. A., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294–306. doi:10.3109/17518421003671494
   PubMed Web of Science ®Google Scholar
• Walker, V. L., & Snell, M. E. (2017). Teaching paraprofessionals to implement function-based interventions. Focus on Autism and Other Developmental Disabilities, 32(2), 114–123. doi:10.1177/1088357616673561
   Web of Science ®Google Scholar
• Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a teacher training a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217–226. doi:10.1177/1088357617736052
   Web of Science ®Google Scholar
• What Works Clearinghouse (2013). Procedures and standards handbook (Version 3.0). Washington, DC: Author.
   Google Scholar