Using Desktop Videoconferencing to Deliver Interventions to a Preschool Student With Autism

The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional communication training to reduce the elopement of a preschoo...

Full description

Saved in:
Bibliographic Details
Published in:Topics in early childhood special education 2010-02, Vol.29 (4), p.214-225
Main Authors: Gibson, Jason L., Pennington, Robert C., Stenhoff, Donald M., Hopper, Jessica S.
Format: Article
Language:English
Subjects:
Autism
Behavior Modification
Behavior Problems
Communication Skills
Computer Uses in Education
Consultation Programs
Early intervention
Functional Behavioral Assessment
Intervention
Males
Outcomes of Education
Preschool Children
Preschool Education
Preschool Teachers
Program Effectiveness
Program Implementation
Severe Mental Retardation
Special education
Student Behavior
Teacher Student Relationship
Teleconferencing
Video teleconferencing
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study is to evaluate the impact of functional communication training on elopement when consultation support is delivered via desktop videoconferencing. An ABAB design was used to evaluate the effectiveness of functional communication training to reduce the elopement of a preschool student with autism. Intervention development, teacher training, and data collection were conducted at a distance using technology. Results show that the teaching staff was able to implement the intervention with a high degree of fidelity and that elopement was significantly reduced during intervention phases. The authors discuss the implications of using desktop videoconferencing to deliver consultation support, along with future applications in early childhood settings.
ISSN:0271-1214
1538-4845
DOI:10.1177/0271121409352873