|Staff and Parent Training
|Monday, May 27, 2019
|8:00 AM–8:50 AM
|Hyatt Regency East, Lobby Level, Plaza Ballroom AB
|Instruction Level: Basic
|Chair: Landa L. Fox (Positive Connections)
|Navigating Consent and Body Autonomy in Early Autism Intervention: Conceptual Considerations and Practical Strategies
|Domain: Service Delivery
|LANDA L. FOX (Positive Connections)
|Abstract: Those providing early intervention to children with autism often find themselves in positions where they are making physical contact with children’s bodies. Individuals with developmental disabilites are at increased risk of sexual abuse and assault. The rate of sexual assault may be as high (or higher) than seven times the population without disabilities. One in three women with a disability will be assaulted in their lifetime. Knowing this, those providing early intervention services are uniquely placed to assist in teaching the concepts of consent and body autonomy from an early age. We will review the important concepts of consent and body autonomy with reference to how services may be being delivered and what alternative replacement behaviours behavior analysts and those they supervise could engage in to establish understanding and demonstration of these concepts. Specific behavior analytic technologies that have been used to teach a variety of skills to learners with autism will be reviewed with reference to their utility in teaching the concepts of consent and body autonomy.
|Efficacy of Two Web-Based Professional Development Strategies:
Teachers and Students Outcomes
|Domain: Applied Research
|HATICE DENIZ DEGIRMENCI (Anadolu University), Elif Tekin-Iftar (Anadolu University)
|Abstract: Supporting special education teachers’ use of Evidence Based Practices (EBPs) thorough professional development (PD) is necessary to disseminate use of EBPs. Coaching is an effective PD strategy but may not be the most efficient mean to support teachers. It requires sufficient number of experts, time, and economic cost. In present study an adapted alternating treatments design was used to compare the differential effects of web-based PD procedures with and without coaching on teaching to use the Social Stories (SS) and video modeling (VM) to teachers of students with Autism Spectrum Disorder (ASD). Three certificated special education teachers whose ages range from 23 to 35 and their students with ASD participated in the study. The teachers asked to teach various safety skills to their students during intervention. Results showed that both of web-based PD procedures on teaching participant teachers the use of SS and VM at acquisition, generalization, and maintenance level were almost equally effective and efficient. Moreover, findings also showed that SS and VM interventions delivered by teachers were effective on the acquisition, maintenance, and generalization of safety skills in students with ASD. Last, teachers’ opinions on the study were positive in general. Findings will be discussed during the session.