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Using blended and guided technologies in a university course for scientist-practitioners: teaching applied behaviour
Lise Roll-Pettersson1, Shahla Ala'i-Rosales
1Akershus University College, Norway, Stockholm University, Sweden, Lise.Roll-Pettersson@specped.su.se.
Journal of Intellectual Disabilities : JOID
|July 25, 2009
Summary
This advanced university course trained professionals in Applied Behaviour Analysis (ABA) for autism intervention, enhancing their skills in literature review, evaluation methods, and intervention analysis to meet global demand.
Area of Science:
- Behavioral Science
- Developmental Psychology
- Special Education
Background:
- Rising global incidence of autism spectrum disorders (ASD).
- Critical shortage of professionals trained in effective ASD interventions.
- Need for specialized training programs for multi-disciplinary professionals.
Purpose of the Study:
- To describe an advanced university course in Applied Behaviour Analysis (ABA) and autism.
- To cater to the needs of Swedish professionals from various disciplines.
- To promote the scientist-practitioner model through innovative teaching methods.
Main Methods:
- Implemented a blended-learning approach (web, telecommunication, in vivo).
- Utilized guided-design (problem-solving) exercises.
- Focused on developing skills in literature identification, evaluation methods, and intervention analysis.
Main Results:
- Students demonstrated improved skills in identifying scientific literature.
- Participants enhanced their ability to select appropriate single-subject design evaluation methods.
- Students critically analyzed the effects of interventions with greater proficiency.
- High social validity ratings and positive predictions for professional practice impact.
Conclusions:
- The course effectively enhanced professionals' skills in ABA and autism intervention.
- The scientist-practitioner model was successfully promoted.
- The program addresses the global need for qualified autism intervention professionals.
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