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Editor's Choice : Exploring an Interprofessional Staff-Training Model: Application for Teachers and Therapists Working with Children Diagnosed with Autism
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Abstract: Increased prevalence of Autism Spectrum Disorder (ASD) has generated higher special needs enrollment in schools requiring teachers and therapists to acquire, incorporate and implement specialized strategies needed to address unique educational and behavioral challenges facing children diagnosed with ASD. Budget cuts have generated a shortage of qualified professionals with expertise in autism interventions. Currently, staff training is minimal, ineffective or lacking on how to do acquire these skills. More effective staff training may provide an avenue for addressing this shortage. This study investigates the impact that an Interprofessional Staff Training Procedure (STP), consisting of Video Self‐Monitoring (VSM), Performance Feedback (PF) and Reflection (R) with and without Mentoring has on sustained and generalized teacher performance on two Dependent Variables – application of the Learn Unit (LU) and Rate of Effective Instruction (ROI). An exploratory study was conducted with 10 female teachers instructing 3‐5 year old autistic children in two private schools utilizing principles of Applied Behavior Analysis. Teacher performance on LU and ROI was evaluated after: Phase 1 – 2‐hour workshop; Phase 2 – training period using STP with and without Mentoring and Phase 3 – follow‐up period when STP and Mentoring are removed. While the STP appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement in performance was observed among teachers who received STP plus Mentoring as opposed to STP alone. Findings revealed that adding Mentoring to an existing STP appears to enhance teacher performance and Procedural Integrity with sustainable outcome. Keywords: Training, mentoring, Autism Spectrum Disorders, teacher training, video self‐monitoring.Download Full Article |
Editor's Choice : Inter-Professional Collaborative Care: A Way to Enhance Services for Adults with Intellectual Disability and/or Autism Spectrum Disorder and Mental Health Problems (2)
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Abstract: This article describes our inter-professional mental health service for adults with intellectual disability and/or autism spectrum disorder. The service consists of an inpatient unit and outpatient program that are closely aligned and operate within a mental health and addictions teaching hospital. We provide information about recent changes to our model of care and the structures and activities that are used to support inter-professional team development and team functioning. Roles and functions of different mental health professionals on the team are outlined and case examples of adults with intellectual disability and complex mental health needs are provided to illustrate how the inter-professional team members work together. Download Full Article |
Editor's Choice : The Effects of Virtual Reality on the Upper Extremity Skills of Girls with Rett Syndrome: A Single Case Study
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Abstract: Introduction: Rett Syndrome (RTT) is a genetic disorder primarily seen in females that inhibits the use of a girl’s hands in everyday activities. A girl with RTT spends the majority of her day engaged in stereotypical hand wringing/mouthing movements at midline of the body. The probable cause behind the neurological effects of RTT is a mutation in the gene that encodes for methyl-CpG protein 2 (MeCP2). The hand wringing/mouthing behaviors preclude a girl with RTT from using the upper extremities in purposeful tasks such as school work, play skills, and other activities of daily living. Objectives: To develop a virtual reality (VR)-based therapeutic intervention that 1) decreases upper extremity stereotypies (repetitive movements that serve no function) that interfere with purposeful arm and hand use and 2) promotes purposeful, goal-directed arm function; improve upper extremity motor skills in girls with RTT. Materials and Methods: Using FAAST Software and Microsoft Kinect sensor, one girl with RTT participated in a 12-week IVR intervention (1 hour/session, 3 sessions/week, 36 total hours). Pre- and post-assessments were administered to examine any changes in upper extremity function. Results: The VR intervention led to improvements in use of the upper extremities to complete self-care activities, an increased number of reaches completed in a 15-minute period, and decreased time engaged in stereotypical hand movements. Conclusion: Future work will add additional support to determine the effectiveness of virtual reality as an intervention for girls with RTT. Keywords: Rett Syndrome, internet-based virtual reality, Microsoft Kinect, upper extremity movements, upper extremity stereotypies.Download Full Article |
Editor's Choice : The Learning of Conceptual Categories for Students with Level 1 Autism Spectrum Disorder
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Abstract: This article presents a study where the overall objective is to measure any changes found as a result of the application of a program to facilitate the development of the semantic memory of people with Level 1 Autism Spectrum Disorder, following the implementation of a specific program to facilitate the creation of conceptual categories. The study, based on a quasi-experimental design, analyzes the effectiveness of the program designed around four cognitive variables, comparatively observed in three groups of participants (N:19), distributed across one experimental group (N:7) and two control groups (made up of 7 and 5 participants respectively), conducted over three successive measures, 1 pre-test and 2 post-test measures at 6-month intervals. The results, found by repeatedly testing measures of intra-subject effects, show the effectiveness of the designed program, as it has aided in the development of meaningful learning for the members of the experimental group. Keywords: Autism Spectrum Disorder, semantic memory, concepts, categories. Download Full Article |
