Date of Award

Spring 2021

Document Type

Thesis

Degree Name

Doctor of Philosophy (PhD)

Department

Comm Disorders & Special Educ

Program/Concentration

Special Education

Committee Director

Robert A. Gable

Committee Member

Jonna L. Bobzien

Committee Member

Bryan E. Porter

Committee Member

Mindy A. Gumpert

Abstract

Children diagnosed with autism spectrum disorder (ASD) benefit from early intervention, specifically applied behavior analysis (ABA). ABA is often implemented by paraprofessionals who are known as registered behavior technicians (RBTs). For many years, educators have known the value of corrective feedback in relation to skill acquisition. In this case, emphasis was placed on the proclivities of the staff in regard to feedback. This mixed methodology study examined the various strategies currently utilized to instruct RBTs, as well as their preferences for initial and continued training. Results indicated the majority of RBTs who responded to the online survey were being trained through direct, in-person feedback method of modeling and prefer direct, in-person feedback as their continued form of training. Drawing on present results, implications for future research are offered to enhance the development of the field.

DOI

10.25777/05qa-jp67

ISBN

9798515246068

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