Examining Paraprofessionals' Use of Video Self-Modeling in Teaching Students with Autism Spectrum Disorders

Examining Paraprofessionals’ Use of Video Self-Modeling in Teaching Students with Autism Spectrum Disorders by Derrainnya Fuentes MA, Capella University, 2009 BS, University of Maryland at College Park, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy School of Psychology Walden University April 2016 Abstract The number of autism spectrum disorder (ASD) cases has surged in the U.S. educational system since the mid-2000s. At the same, paraprofessionals who work with these students are not being given adequate training, especially in how to implement applied behavior analytic services. To address paraprofessional’s inadequate training, new behavioral treatments have surfaced, including Video Self-Modeling (VSM). VSM is an effective intervention tool derived heavily from Bandura’s social learning theory. VSM uses edited video clips in which paraprofessionals view him or herself correctly performing target skills. This study used a single-subject, modified multiple baseline design to evaluate whether VSM could improve the accuracy of procedural integrity when implementing DTI. A sample of 5 novice paraprofessionals was used; all participants worked directly with ASD students with 6 months to 2 years experience, supported an ASD student in an inclusive setting for at least 75% of the school day, and had no previous training in DTI. Three of the 5 participants exhibited immediate and significant gains in DTI implementation, and those gains were maintained during followup. One participant demonstrated moderate gain during the follow-up. To determine effective significance, visual analysis, combined with level of performance, nonoverlapping data points, and effect sizes were used. VSM treatment was rated as an acceptable treatment according to the social validity scale and the Intervention Rating Profile (IRP-15). This study contributes to positive social change by offering a viable treatment approach that can be used to train paraprofessionals who instruct students with ASD.The number of autism spectrum disorder (ASD) cases has surged in the U.S. educational system since the mid-2000s. At the same, paraprofessionals who work with these students are not being given adequate training, especially in how to implement applied behavior analytic services. To address paraprofessional’s inadequate training, new behavioral treatments have surfaced, including Video Self-Modeling (VSM). VSM is an effective intervention tool derived heavily from Bandura’s social learning theory. VSM uses edited video clips in which paraprofessionals view him or herself correctly performing target skills. This study used a single-subject, modified multiple baseline design to evaluate whether VSM could improve the accuracy of procedural integrity when implementing DTI. A sample of 5 novice paraprofessionals was used; all participants worked directly with ASD students with 6 months to 2 years experience, supported an ASD student in an inclusive setting for at least 75% of the school day, and had no previous training in DTI. Three of the 5 participants exhibited immediate and significant gains in DTI implementation, and those gains were maintained during followup. One participant demonstrated moderate gain during the follow-up. To determine effective significance, visual analysis, combined with level of performance, nonoverlapping data points, and effect sizes were used. VSM treatment was rated as an acceptable treatment according to the social validity scale and the Intervention Rating Profile (IRP-15). This study contributes to positive social change by offering a viable treatment approach that can be used to train paraprofessionals who instruct students with ASD. Examining Paraprofessionals’ Use of Video Self-Modeling in Teaching Students with Autism Spectrum Disorders by Derrainnnya R. Fuentes MA, Capella University, 2009 BS, University of Maryland College Park, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy School Psychology Walden University April 2016 Dedication I dedicate my dissertation project to my loving and wonderful husband, Ricardo, and my two beautiful daughters, Taina and Thalia, who stood by me these past 7 years with words of encouragement and a push for tenacity in my ears. I appreciate all they have done and being there for me throughout the entire dissertation journey. Special thanks to my committee chairperson, Dr. Little, for his inspiration, encouragement, countless hours of reflecting, reading, patience, willingness and hope throughout my dissertation journey. In addition I am indebted to have had an extremely beneficial coadvisory committee, Dr. Trimble and Dr. Ford, who have given their generous time and expertise.