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| Int'l Symposium - Promoting Advanced Analytic Skills and Skilled Application in a Distance Learning Curriculum in Autism Intervention (Data-based Presentation) |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Beacon A |
| Area: TBA/AUT; Domain: Applied Research |
| Chair: Megan Tupa (University of Massachusetts Medical School) |
| Discussant: Satoru Shimamune (Naruto University of Education) |
| Abstract: . |
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| Switching Pedagogical Gears from Mastering Basic Concepts to Promoting Advanced Analytic Skills |
| MEGAN TUPA (University of Massachusetts Medical School), Jennifer L. Crockett (Independent Behavior Analyst), Beth Sulzer-Azaroff (The Browns Group of Naples), Richard K. Fleming (University of Massachusetts Medical School), Michelle Weissman (Rockman et al), Charles Hamad (University of Massachucetts Medical School) |
| Abstract: Students have previously mastered the core principles and procedures of behavior analysis in Courses 1 and 2 in the Behavioral Intervention in Autism (BIA) curriculum. To better prepare them for leadership and administrative roles in behavioral intervention, in Course 3 we ask students to engage in the higher-level skills of analysis, synthesis and evaluation (Crone-Todd & Pear, 2001). In contrast with Courses 1 and 2, in which students primarily were asked to define, exemplify, or detect concepts and principles, in this course we have created assignments at more sophisticated levels of learning. This includes analyzing several diverse program models of behavioral intervention, as described in Handleman and Harris (2001), becoming prepared to effectively implement and manage their own and staff behavioral interventions with groups of children in a coordinated manner, and using data-based evaluation and quality control measures. Assignments are designed to challenge students to concurrently assess multiple variables, all of which play a distinct and often contrasting role in intervention delivery. This paper will describe the various pedagogical features we have applied in Course 3 to meet these instructional objectives. Multiple data sets are presented to depict student learning and satisfaction. |
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| Instructor and Participant Perspectives on Meeting Complex Course Challenges in Distance Learning |
| ARLENE DWORKIN KAYE (Chesire and Shelton (CT) Public Schools), Jennifer L. Crockett (Independent Behavior Analyst), Megan Tupa (University of Massachusetts Medical School), Beth Sulzer-Azaroff (The Browns Group of Naples), Michelle Weissman (Rockman et al), Richard K. Fleming (University of Massachusetts Medical School), Charles Hamad (University of Massachusetts Medical School) |
| Abstract: An online, partially self-paced curriculum provides the flexibility and convenience many students need as they try to further their education while maintaining full schedules of employment, education, or parenting. In Courses 3 and 4 of the Behavioral Interventions in Autism curriculum, we switch our emphasis from reading and computer-based mastery assessments to multiple on-site activities, including assessment and intervention. Such a switch in course design requires ongoing adjustments by the instructor and students alike. This paper will present a student's view of the extent to which the BIA curriculum can meet the needs of professionals in the field of autism, and challenges to students at this level of instruction. In addition, this paper will present an instructor's perspective on meeting the diverse individual needs of students, while maintaining a tight focus on course objectives. Data will be presented on student satisfaction with the quality of instruction, course content, and course design. |
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| Saying is Good, Doing is Better: A Distance Learning Practicum in Behavioral Intervention in Autism |
| BETH SULZER-AZAROFF (The Browns Group of Naples), Richard K. Fleming (University of Massachusetts Medical School), Michelle Weissman (Rockman et al), Charles Hamad (University of Massachusetts Medical School) |
| Abstract: The ultimate aim of any teacher or parent-training curriculum is the trainee 's skilled application of best practices. While typically this is approached via supervised practicum, internship and/or student teaching experiences, the challenge for distance learners of methods for applying behavioral interventions among students with autism is far more complex. Opportunities for on-site training under skilled behavior analytic supervision are rare. To meet this challenge, we have developed a curriculum intended to circumvent those difficulties, by programming very tightly a set of experiences for trainees who practice with the assistance of a local facilitator and a distant ABA expert supervisor. In this presentation, we describe our system for helping trainees to locate sites and contract with site personnel. We shall share a sample of assigned activities, feedback and evaluation methods and standards, and our findings to date. |
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