Advertisement

Inclusive Preschool Practitioners’ Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training

  • Sophia D’AgostinoEmail author
  • Sarah N. Douglas
  • Elizabeth Horton
Original Paper

Abstract

This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package.

Keywords

Telehealth Preschool Inclusion Naturalistic developmental behavioral intervention Single-case design 

Notes

Acknowledgments

The authors would like to acknowledge that this manuscript was prepared from the first author’s doctoral dissertation. Research enhancement funds from Michigan State University partially supported technology purchases for this dissertation research. The authors would also like to thank the participants and education professionals for their collaboration and support of this study.

Author Contributions

SRD conceived of the study, participated in the design and coordination, conducted all intervention sessions, analyzed and interpreted data, and drafted and revised the entire manuscript. SND participated in the design, assisted in data analyzation, and helped to draft and revise the manuscript. EH was the secondary coder of data and helped draft and revise the manuscript. All authors read and approved of the final manuscript.

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the Michigan State University institutional research committee (STUDY00000919) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained for all individual participants included in this study.

References

  1. Amsbary, J., & AFIRM Team. (2017). Naturalistic intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved September 4, 2018 from http://afirm.fpg.unc.edu/Naturalistic-intervention.
  2. Barton, E., & Smith, B. (2015). Advancing high quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education,35, 69–78.  https://doi.org/10.1177/0271121415583048.CrossRefGoogle Scholar
  3. Barton, E. E., Lloyd, B. P., Spriggs, A. D., & Gast, D. L. (2018). Visual analysis of graphic data. In Single case research methodology (pp. 179–214). Routledge.Google Scholar
  4. Brock, M., & Carter, E. (2017). A meta-analysis of educator training to improve implementation of interventions for students with disabilities. Remedial and Special Education,38, 131–144.  https://doi.org/10.1177/0741932516653477.CrossRefGoogle Scholar
  5. Bruns, D. A., & Mogharreban, C. C. (2008). Working with young children with disabilities: Perceptions, skills, and training needs of Head Start teachers. NHSA DIALOG,11, 54–66.  https://doi.org/10.1080/15240750701831958.CrossRefGoogle Scholar
  6. Bzoch, K. R., League, R., & Brown, V. L. (2003). Receptive-expressive emergent language test third edition (REEL-3). St. Antonio: Pearson.Google Scholar
  7. Carter, S. (2010). The social validity manual: A guide to subjective evaluation of behavioral interventions. Boston, MA: Academic Press.Google Scholar
  8. Douglas, S., McNaughton, D., & Light, J. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention,35, 223–242.  https://doi.org/10.1177/1053815114526782.CrossRefGoogle Scholar
  9. Dunst, C. J., & Bruder, M. B. (2014). Preservice professional preparation and teachers’ self-efficacy appraisals of natural environment and inclusion practices. Teacher Education and Special Education,37, 121–132.CrossRefGoogle Scholar
  10. Dunst, C. J., & Trivette, C. M. (2009). Using research evidence to inform and evaluate early childhood intervention practices. Topics in Early Childhood Special Education,29, 40–52.  https://doi.org/10.1177/0271121408329227.CrossRefGoogle Scholar
  11. Ferguson, J., Craig, E., & Dounavi, K. (2018). Telehealth as a model for providing behaviour analytic interventions to individuals with autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders,49, 1–35.  https://doi.org/10.1007/s10803-018-3724-5.CrossRefGoogle Scholar
  12. Fischer, A. J., Dart, E. H., Radley, K. C., Richardson, D., Clark, R., & Wimberly, J. (2016). An evaluation of the effectiveness and acceptability of teleconsultation. Journal of Educational and Psychological Consultation,27, 1–22.  https://doi.org/10.1080/10474412.2016.1235978.CrossRefGoogle Scholar
  13. Gebbie, D., Ceglowski, D., Taylor, L., & Miels, J. (2012). The role of teacher efficacy in strengthening classroom support for preschool children with disabilities who exhibit challenging behaviors. Early Childhood Education Journal,40, 35–46.  https://doi.org/10.1007/s10643-011-0486-5.CrossRefGoogle Scholar
  14. Gibson, J. L., Pennington, R. C., Stenhoff, D. M., & Hopper, J. S. (2010). Using desktop videoconferencing to deliver interventions to a preschool student with autism. Topics in Early Childhood Special Education,29, 214–225.CrossRefGoogle Scholar
  15. Goldstein, S., & Naglieri, J. A. (2013). Autism spectrum rating scales: ASRS. North Tonawanda (NY): MHS.Google Scholar
  16. Hay-Hansson, A. W., & Eldevik, S. (2013). Training discrete trials teaching skills using videoconference. Research in Autism Spectrum Disorders,7(11), 1300–1309.CrossRefGoogle Scholar
  17. Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with behavioral disorders in general education settings. Psychology in the Schools,42, 779–794.  https://doi.org/10.1002/pits.20112.CrossRefGoogle Scholar
  18. Ingersoll, B., & Berger, N. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with autism spectrum disorders: Predictors of program use and parent outcomes. Journal of Medical Internet Research,17, 227–245.  https://doi.org/10.2196/jmir.4913.CrossRefGoogle Scholar
  19. Kennedy, C. (2002). The maintenance of behavior change as an indicator of social validity. Behavior Modification,26, 594–604.  https://doi.org/10.1177/014544502236652.CrossRefPubMedGoogle Scholar
  20. Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social & academic development. Baltimore, MD: Paul H Brookes Publishing.Google Scholar
  21. Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge.CrossRefGoogle Scholar
  22. Lindgren, S., Wacker, D., Suess, A., Schieltz, K., Pelzel, K., Kopelman, T., et al. (2016). Telehealth and autism: Treating challenging behavior at lower cost. Pediatrics,137, S167–S175.  https://doi.org/10.1542/peds.2015-28510.CrossRefPubMedPubMedCentralGoogle Scholar
  23. Martens, B., Witt, J., Elliott, S., & Darveaux, D. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice,16, 191.  https://doi.org/10.1037/0735-7028.16.2.191.CrossRefGoogle Scholar
  24. Muccio, L. S., Kidd, J. K., White, C. S., & Burns, M. S. (2014). Head start instructional professionals’ inclusion perceptions and practices. Topics in Early Childhood Special Education,34, 40–48.  https://doi.org/10.1177/0271121413502398.CrossRefGoogle Scholar
  25. Neely, L., Rispoli, M., Boles, M., Morin, K., Gregori, E., Ninci, J., et al. (2018). Interventionist acquisition of incidental teaching using pyramidal training via telehealth. Behavior Modification.  https://doi.org/10.1177/0145445518781770.CrossRefPubMedGoogle Scholar
  26. Neely, L., Rispoli, M., Gerow, S., & Hong, E. (2016). Preparing interventionists via telepractice in incidental teaching for children with autism. Journal of Behavioral Education,25, 393–416.  https://doi.org/10.1007/s10864-016-9250-7.CrossRefGoogle Scholar
  27. Neely, L., Rispoli, M., Gerow, S., Hong, E., & Hagan-Burke, S. (2017). Fidelity outcomes for autism-focused interventionists coached via telepractice: A systematic literature review. Journal of Developmental and Physical Disabilities,29, 849–874.  https://doi.org/10.1007/s10882-017-9550-4.CrossRefGoogle Scholar
  28. Nickelson, D. W. (1998). Telehealth and the evolving health care system: Strategic opportunities for professional psychology. Professional Psychology: Research and Practice,29, 527–535.  https://doi.org/10.1037/0735-7028.29.6.527.CrossRefGoogle Scholar
  29. Odom, S. L., & Bailey, D. (2001). Inclusive preschool programs: Classroom ecology and child outcomes. In M. J. Guralnick (Ed.), Early childhood inclusion: Focus on change (pp. 253–276). Baltimore: Brookes.Google Scholar
  30. Odom, S., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives. Journal of Early Intervention,33, 344–356.  https://doi.org/10.1177/1053815111430094.CrossRefGoogle Scholar
  31. Odom, S., Cox, A., Brock, M., & National Professional Development Center on ASD. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children,79, 233–251.  https://doi.org/10.1177/001440291307900207.CrossRefGoogle Scholar
  32. Pantermuehl, R. M., & Lechago, S. A. (2015). A comparison of feedback provided in vivo versus an online platform on the treatment integrity of staff working with children with autism. Behavior Analysis in Practice,8, 219–222.CrossRefGoogle Scholar
  33. Reichow, B. (2011). Development, procedures, and application of the evaluative method for determining evidence-based practices in autism. In B. Reichow, P. Doehring, D. V. Cicchetti, & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 25–39). New York: Springer.CrossRefGoogle Scholar
  34. Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders,38, 1311–1319.  https://doi.org/10.1007/s10803-007-0517-7.CrossRefPubMedGoogle Scholar
  35. Rispoli, M., Neely, L., Lang, R., & Ganz, J. (2011). Training paraprofessional to implement interventions for people with autism spectrum disorder: A systematic review. Developmental Neurorehabilitation,14, 378–388.  https://doi.org/10.3109/17518423.2011.620577.CrossRefPubMedGoogle Scholar
  36. Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S., McGee, G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders,45, 2411–2428.  https://doi.org/10.1007/s10803-015-2407-8.CrossRefPubMedPubMedCentralGoogle Scholar
  37. Secord, W., & Donohue, J. S. (2014). CAAP-2: Clinical assessment of articulation and phonology-2. Greenville: Super Duper Publications.Google Scholar
  38. Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighbourhoods. The science of early childhood development. Washington DC: Academic Press.Google Scholar
  39. Suhrheinrich, J., Chan, J., Melgarejo, M., Reith, S., Stahmer, A., & AFIRM Team. (2018). Pivotal response training. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved September 4, 2018 from http://afirm.fpg.unc.edu/Pivotal-response-training.
  40. Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice,12(3), 654–666.  https://doi.org/10.1007/s40617-018-00289-3.CrossRefGoogle Scholar
  41. Tomlinson, S. R., Gore, N., & McGill, P. (2018). Training individuals to implement applied behavior analytic procedures via telehealth: A systematic review of the literature. Journal of Behavioral Education,27, 172–222.  https://doi.org/10.1007/s10864-018-9292-0.CrossRefGoogle Scholar
  42. U.S. Department of Education. (2018). Annual report to congress on the implementation of the Individuals with Disabilities Act. Washington, DC: U.S. Department of Education.Google Scholar
  43. VandenBos, G. R., & Williams, S. (2000). The Internet versus the telephone: What is telehealth anyway? Professional Psychology: Research and Practice,31(5), 490–492.CrossRefGoogle Scholar
  44. Vismara, L., Young, G., Stahmer, A., Griffith, E., & Rogers, S. (2009). Dissemination of evidence-based practice: Can we train therapists from a distance? Journal of Autism and Developmental Disorders,39, 1636–1651.  https://doi.org/10.1007/s10803-009-0796-2.CrossRefPubMedPubMedCentralGoogle Scholar
  45. Wacker, D. P., Lee, J. F., Dalmau, Y. C. P., Kopelman, T. G., Lindgren, S. D., Kuhle, J., et al. (2013). Conducting functional analyses of problem behavior via telehealth. Journal of Applied Behavior Analysis,46, 31–46.CrossRefGoogle Scholar
  46. Wainer, A., & Ingersoll, B. (2013). Disseminating ASD interventions: A pilot study of a distance learning program for parents and professionals. Journal of Autism and Developmental Disorders,43, 11–24.  https://doi.org/10.1007/s10803-012-1538-4.CrossRefPubMedGoogle Scholar
  47. Wainer, A. L., & Ingersoll, B. (2015). Increasing access to an ASD imitation intervention via a telehealth parent training program. Journal of Autism and Developmental Disorders,45, 3877–3890.  https://doi.org/10.1007/s10803-014-2186-7.CrossRefPubMedGoogle Scholar
  48. Wainer, A., Pickard, K., & Ingersoll, B. (2017). Using web-based instruction, brief workshops, and remote consultation to teach community-based providers a parent-mediated intervention. Journal of Child and Family Studies,26, 1592–1602.  https://doi.org/10.1007/s10826-017-0671-2.CrossRefGoogle Scholar
  49. Walls, S. (2007). Early childhood preservice training and perceived teacher efficacy beliefs concerning the inclusion of young children with disabilities. Doctoral dissertation.Google Scholar
  50. Wolf, M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis,11, 203–214.CrossRefGoogle Scholar
  51. Wong, C., Odom, S., Hume, K., Cox, A., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders,45, 1951–1966.  https://doi.org/10.1080/10459881003785506.CrossRefPubMedGoogle Scholar
  52. Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2012). Preschool language scale (5th ed.). San Antonio, TX: Harcourt Assessment.Google Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Hope CollegeHollandUSA
  2. 2.Human Development and Family Studies, 1C Human EcologyMichigan State UniversityEast LansingUSA

Personalised recommendations