Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings
Digital Document
Document
Handle |
Handle
http://hdl.handle.net/11134/20002:860634143
|
||||||
---|---|---|---|---|---|---|---|
Persons |
Persons
Author (aut): Jaffery, Rose
Thesis advisor (ths): Chafouleas, Sandra M
Associate Advisor (asa): Holsinger, Kent
Associate Advisor (asa): Farrell, Anne F
|
||||||
Title |
Title
Title
Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings
|
||||||
Origin Information |
Origin Information
|
||||||
Parent Item |
Parent Item
|
||||||
Resource Type |
Resource Type
|
||||||
Digital Origin |
Digital Origin
born digital
|
||||||
Description |
Description
The quality of cross-systems collaboration has been associated with improvements in parental satisfaction, student outcomes, and family-school partnerships. This is particularly relevant for students with a Pervasive Developmental Disorder (e.g., Autism), a population that has an increased need for such efforts. However, there is a lack of cost-effective and efficient tools to facilitate communication across these settings (among home, school, and services provided outside of the school). There is also a need for quick and easy-to-use student progress monitoring methods to inform decision making. This study utilized Direct Behavior Rating (DBR), a method of behavioral assessment that has been described as offering an efficient, flexible, and defensible option (e.g., Chafouleas, Riley-Tillman, & Christ, 2009), to collect data through a home-school log. This log was used to facilitate cross-systems communication and data-based decision making among parents and professionals within and outside of school, to ultimately improve student outcomes for children on the Autism spectrum, who are often at an increased need for consistent and coordinated care and frequent progress evaluation. A single-subject multiple baseline design across four child participants was used to evaluate improvements in student outcomes. Results indicated small to moderate improvements in participants?≤?╟?╓ self-reported perceptions of their cross-systems communication and data-based decision making practices from pre- to post-implementation of the home-school log. When comparing students?≤?╟?╓ behavioral data during the baseline and intervention phases of the home-school log intervention, weak to moderate improvements in students?≤?╟?╓ academically engaged and non-disruptive behaviors were noted. These results provide guidance for ways to improve upon the procedures utilized in this study to potentially garner stronger effects. Implications for practice and research are discussed.
|
||||||
Genre |
Genre
|
||||||
Organizations |
Organizations
Degree granting institution (dgg): University of Connecticut
|
||||||
Subject | |||||||
Held By | |||||||
Rights Statement |
Rights Statement
|
||||||
Use and Reproduction |
Use and Reproduction
These Materials are provided for educational and research purposes only. The University of Connecticut Library holds the copyright except where noted. Permission must be obtained in writing from the University of Connecticut Library and/or the owner(s) of the copyright to publish reproductions or quotations beyond "fair use."
These materials are provided for educational and research purposes only.
|
||||||
Degree Name |
Degree Name
Doctor of Philosophy
|
||||||
Degree Level |
Degree Level
Doctoral
|
||||||
Degree Discipline |
Degree Discipline
Educational Psychology
|
||||||
Local Identifier |
Local Identifier
ASC Theses 18392
841601790
OC_d_48
|