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Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching
被引：13
作者：
Fraser, Dawn W.
[1
]
Marder, Tamara J.
[1
]
deBettencourt, Laurie U.
[1
]
Myers, Linda A.
[2
]
Kalymon, Kristen M.
[3
]
Harrell, Robert M.
[2
]
机构：
[1] Johns Hopkins Univ, 6740 Alexander Bell Dr, Columbia, MD 21046 USA
[2] Kennedy Krieger Inst, Baltimore, MD USA
[3] Univ Michigan, Ann Arbor, MI 48109 USA
关键词：
mixed-reality;
simulation;
autism spectrum disorder;
Discrete Trial Teaching;
teacher training;
TEACHERS;
FIDELITY;
D O I：
10.1177/1088357619844696
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Special educators are encouraged to implement evidence-based practices (EBPs) with fidelity to maximize student achievement. Two national organizations identified Discrete Trial Teaching (DTT) as an EBP for students with autism spectrum disorder (ASD). The purpose of this investigation was to determine the effects of didactic training alone (simulating traditional professional development), and the effects of adding coaching in a mixed-reality environment (TLE TeachLivE((TM))), on special educators' implementation fidelity with DTT in their classrooms teaching students with ASD. Five special educators who had previous DTT training but were not implementing the EBP with fidelity in their classrooms participated. Results suggest didactic training alone was not sufficient to bring special educators to fidelity of implementation with DTT, but after an hour-long session in TLE TeachLivE((TM)), participants were able to implement DTT with fidelity in their own classrooms. Special educators maintained their fidelity of implementation up to 8 weeks after the conclusion of the intervention.
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页码：3 / 14
页数：12
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