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dc.contributor.advisor Stone, Lynda en
dc.contributor.author Burner, Lauren Renee en
dc.date.accessioned 2012-09-21T21:46:52Z en
dc.date.available 2012-09-21T21:46:52Z en
dc.date.issued 2012-09-21 en
dc.date.submitted 2012-05 en
dc.identifier.uri http://hdl.handle.net/10211.9/1846 en
dc.description Project (M.A., Child Development (Theory and Research))--California State University, Sacramento, 2012. en
dc.description.abstract With the number of children diagnosed with autism increasing, teachers and paraprofessional aides are experiencing high numbers of students diagnosed with autism spectrum disorder in the mainstream classrooms. Although teachers and aides may have some background knowledge in behaviorism, techniques such as applied behavior analysis may not have been included in their educational backgrounds. Applied behavior analysis (ABA) is a system of tools and methods designed to assist teachers in working with children diagnosed with autism. Applied behavior analysis strategies promote higher incidences of appropriate social, behavioral, on task and language functioning for children with autism. Providing teachers and aides with training methods and strategies of ABA to utilize within the classroom for their students diagnosed with autism spectrum disorder was the main goal of this project. Sources of Data The researcher developed a three-part workshop series that presented teachers and aides with information on autism spectrum disorder, behaviors associated with the disorder, award systems, and reinforcement and incorporation methods. The researcher also developed a supplemental manual with all information provided in the workshop series to serve as a future resource. Participants were provided with a packet that contained all power point presentations, handouts and activities, as well as a manual. The researcher also developed an activity in the first and last workshops to assess the participants’ present and past knowledge of autism spectrum disorder, behaviors associated and present therapeutic options. At the end of the workshop presentations, participants completed a brief evaluation rating their experience in the workshop. Conclusions Reached Analysis of the data from group activity from presentations one and three showed that 33 out of the 35 participants increased their knowledge of terms and phrases related to autism spectrum disorders’ 29 out of the 35 participants increased their terms and phrases for behaviors associated with autism and 31 out of 35 participants increased their terms and phrases for therapeutic options. Results from the evaluation survey indicated that the overall experience of the workshop presentation was valued and enjoyable. Participants indicated that they gained a significant amount of knowledge and would be able to implement this knowledge into their classrooms appropriately. Participants also indicated on the future suggestions and comments option that they would like to see more professional guest speakers in the presentations. Future recommendations would suggest having follow-up workshop trainings with the teachers and aides to see if the ABA behavior management systems have been incorporated effectively in the classroom. en
dc.description.sponsorship Graduate and Professional Studies in Education en_US
dc.description.sponsorship Graduate and Professional Studies in Education en
dc.language.iso en_US en
dc.subject Applied behavior analysis en
dc.title Bringing applied behavior analysis into the classroom: a workshop for preschool and elementary school teachers and paraprofessional aides en
dc.type Project en


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