自闭症谱系障碍
心理学
自闭症
指导
医学教育
应用行为分析
应用心理学
临床心理学
发展心理学
医学
心理治疗师
作者
Lauren Avellone,Taryn Goodwin Traylor,Susan Palko,Paul Wehman,Valerie Brooke,Whitney Ham,Katherine Lewis,Carol Schall
标识
DOI:10.1177/10883576231202697
摘要
Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff’s ability within public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020–2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings.
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