The Effects of Tutor Training on the Acquisition of Observational Learning and Improvement of Echoic Responses for Elementary School Students Diagnosed with ASD
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초록
The main purpose of this study was to analyze the effects of training three students diagnosed with autism spectrum disorder to tutor their peers using the Teacher Performance Rate and Accuracy observation procedure (TPRA) as base of assessment on the acquisition of the observational learning capability. A time-lagged multiple probe across participants design was employed for this study. The dependent variables were the number of correct responses to observational learning probe trials in which the target participants observed direct Learn Units delivered to their peer confederates and then were probed for the correct responses to the indirect Learn Units. The independent variable was the mastery of tutor training as assessed through the TPRA. One pre-intervention probe session was conducted prior to the implementation of the intervention. After the participant finished the intervention session according to the pre-determined mastery criterion, two additional post-intervention sessions were conducted. Each probe and intervention session lasted approximately 20-30 min. Results showed that the numbers of correct responses to indirect Learn Units significantly increased following tutor training for three target participants. Additionally the number of echoic responses by the target participants of their peer confederates’ responses considerably increased.
Abstract
The main purpose of this study was to analyze the effects of training three students diagnosed with autism spectrum disorder to tutor their peers using the Teacher Performance Rate and Accuracy observation procedure (TPRA) as base of assessment on the acquisition of the observational learning capability. A time-lagged multiple probe across participants design was employed for this study. The dependent variables were the number of correct responses to observational learning probe trials in which the target participants observed direct Learn Units delivered to their peer confederates and then were probed for the correct responses to the indirect Learn Units. The independent variable was the mastery of tutor training as assessed through the TPRA. One pre-intervention probe session was conducted prior to the implementation of the intervention. After the participant finished the intervention session according to the pre-determined mastery criterion, two additional post-intervention sessions were conducted. Each probe and intervention session lasted approximately 20-30 min. Results showed that the numbers of correct responses to indirect Learn Units significantly increased following tutor training for three target participants. Additionally the number of echoic responses by the target participants of their peer confederates’ responses considerably increased.
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