17,392 research outputs found
Online Training to Improve Job Coaches’ Support of Minimally Verbal and Nonverbal Adults With Autism Spectrum Disorder
Although a sizeable percentage of individuals with autism spectrum disorder (ASD) are minimally verbal or nonverbal, there is limited research on how to best support these individuals in employment settings. Job coaches working with this population should receive specialized training in evidence-based practices (EBP) for ASD to ensure optimal outcomes. This study describes the development, implementation, and evaluation of an online training program for job coaches focused on a behavior skills training approach supporting the use of augmentative and alternative communication. Twenty-two job coaches completed the study. Pre- and posttraining measures were used to evaluate knowledge, self-efficacy, and belief systems using a knowledge assessment based on the content of the training, the Usage Rating Profile-Intervention Revised for Job Coaches, and the Evidence-Based Practice Attitude Scale-36, respectively. Findings revealed an increase in knowledge and self-efficacy and a positive association between self-efficacy and belief in the use of EBPs optimizing the potential for adults with ASD to be successful in employment. These findings extend the limited evidence currently available on how best to provide job coaches training in a manner that fosters effective job performance while integrating EBPs for ASD
Communication, Affect, & Learning in the Classroom
The purpose of the handbook was to synthesize the first three decades of research in instructional communication into a single volume that could help both researchers and instructors understand the value of communication in the instructional process.Preface1.Teaching As a Communication Process
The Instructional Communication Process
The Teacher
The Content
The Instructional Strategy
The Student
The Feedback/Evaluation
The Learning Environment/Instructional Context
Kibler’s Model of Instruction
The ADDIE Model of Instructional Design2.Communicating With Instructional Objectives
Why Some Teachers Resent Objectives
The Value of Objectives
What Objectives Should Communicate3.Instructional Communication Strategies
The Teacher As a Speaker
The Teacher As a Moderator
The Teacher As a Trainer
The Teacher As a Manager
The Teacher As a Coordinator & Innovator4.Communication, Affect, and Student Needs
Measuring Student Affect
Basic Academic Needs of Students
Traditional Interpersonal Need Models
Outcomes of Meeting Student Needs5.Learning Styles
What is Learning Style?
Dimensions of Learning Style and Their Assessment
Matching, Bridging, and Style-Flexing6.Classroom Anxieties and Fears
Communication Apprehension
Receiver Apprehension
Writing Apprehension
Fear of Teacher
Evaluation Apprehension
Classroom Anxiety
Probable Causes of Classroom Anxiety
Communication Strategies for Reducing Classroom Anxiety7.Communication And Student Self-Concept
Student Self-Concept: Some Definitions
Characteristics of the Self
Development of Student Self-Concept
Dimensions of Student Self-Concept
Self-Concept and Academic Achievement
Effects of Self-Concept on Achievement
Poker Chip Theory of Learning
Communication Strategies for Nurturing and Building Realistic Student Self-Concept8.Instructional Assessment:Feedback,Grading, and Affect
Defining the Assessment Process
Evaluative Feedback
Descriptive Feedback
Assessment and Affect
Competition and Cooperation in Learning Environments9.Traditional and Mastery Learning Systems
Traditional Education Systems
Mastery Learning
Modified Mastery Learning10.Student Misbehavior and Classroom Management
Why Students Misbehave
Categories of Student Behaviors
Students’ Effects on Affect in the Classroom
Communication, Affect, and Classroom Management
Communication Techniques for Increasing or Decreasing Student Behavior11.Teacher Misbehaviors and Communication
Why Teachers Misbehave
Common Teacher Misbehaviors
Implications for the Educational Systems12.Teacher Self-Concept and Communication
Dimensions of Teacher Self-Concept
Development of Teacher Self-Concept
Strategies for Increasing Teacher Self-Concept13.Increasing Classroom Affect Through
Teacher Communication Style
Communicator Style Concept
Types of Communicator Styles
Teacher Communication Style
Teacher Communicator Behaviors That Build Affect14.Teacher Temperament in the Classroom
Four Personality Types
Popular Sanguine
Perfect Melancholy
Powerful Choleric
Peaceful Phlegmatic
Personality Blends15.Teacher Communication: Performance and Burnout Teaching: A Multifaceted Job
Roles of an Instructional Manager
Teacher Burnout
Symptoms of Teacher Burnout
Causes of Teacher Burnout
Methods for Avoiding Burnout
Mentoring to Prevent BurnoutAppendix A To Mrs. Russell:
Without You This Never Would Have HappenedGlossaryInde
Leading a team through challenges:resilience in virtual teams
Abstract. As the use of virtual teams in organizations is expected to only grow in the future, along with the continuous challenges in today’s hectic and competitive business environment, the team’s ability to withstand and overcome tough situations, in other words team resilience, becomes a crucial part of every team’s success. This study was carried out as a qualitative case study and it aims to explore how different parts of resilience appear in the context of virtual teams from the leader’s perspective, as well as the actions that occur by the virtual team leader in situations that require team resilience.
The participants of this study were nine virtual team leaders who use communication technology to coordinate teamwork and to collaborate with team members in a team where some or all of members work remotely and cannot collaborate in real-time or face-to-face all the time. The data was collected with web-based online questionnaire and the data analysis was made by using a qualitative theory-oriented content analysis.
The results of this study identified the parts of resilience that occur in virtual teams. Especially diversity and nonverbal communication had a lot of variation within teams of this study, but every team compensates the lack of nonverbal communication with other communication methods. Besides communication, trust and flexibility seem to be resilience-enhancing factors for almost every team.
The resilient practices were investigated in relation to Alliger’s theory, and this study shows how communication is the most used tool in building virtual team resilience, and the usage of it succeed mostly in minimizing (before adversity) and mending (after adversity) phases. In ongoing adversity, communication reduces and causes stress for virtual teams. Besides communication, virtual teams use positive adaption and shared understanding to handle adversities, whereas cohesion and problem solving strategies were the least mentioned dimensions.
These results create an in-depth knowledge about a relatively new and unexplored topic. Instead of generalizing the findings, the aim is to objectively explore a smaller amount of virtual team leaders who gave insights about how virtual team resilience appears in their teams. By identifying the main enhancing factors related to virtual team resilience, the leader can improve these features and lead their team to success. The results are applicable for organization’s management who use communication technologies to collaborate with team members and who seek to enhance virtual team resilience, as well as for organizations aiming to develop interaction and leadership models or educators working with e-learning
Social skills training: a parent education program for culturally diverse parents of children with Autism Spectrum Disorders
Current information pertaining to families with a child diagnosed with Autism Spectrum Disorders indicates a need for parent interventions that target social skills training, culturally responsive treatments for ethnic minorities, and stress and coping. In response to these needs, a culturally responsive program was designed to teach parents of children ages 6-12 with autism spectrum disorders (ASD), to facilitate social skills development in their children and reduce the parental stress associated with having a child diagnosed with an autism spectrum disorder. The program is intended to be a resource for clinicians that want to provide culturally responsive social skills training for parents of children with ASD, by serving as an adjunct to traditional forms of social skills training. This study consisted of three phases. The first phase consisted of a comprehensive review of existing literature. The second stage consisted of the integration of data in preparation for the development of the program. The final stage consisted of having the program evaluated for accuracy, effectiveness, and relevance of content by an expert panel
A Case Study: Use of Applied Behavior Analysis with an Austistic Adolescent
Socialization between individuals is an important characteristic in human development. In individuals with autism, there is a profound deficit with social skills and with social reciprocity. Interventions and techniques are utilized to help enhance these skills. The purpose of this study was to examine the effects that Applied Behavior Analysis using discrete trials can have on the ability to elicit a spontaneous greeting in various settings by an adolescent male diagnosed with autism. This study analyzed data collected during a ten week intervention program. Behavior ratings reflected some uneven progress over the ten weeks, but significant improvements in the targeted social behaviors were exhibited by the tenth week of training. The behavior checklist appeared to be an effective tool for assessing the social behavior of an adolescent male diagnosed with autism
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Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction
These learning strategies have presented a theoretical framework for applying brain-based learning to EFL teaching. The model is based on the holistic principles of brain based learning rather than memorization of skills and knowledge as has been previously employed in EFL instruction
D3.1 Instructional Designs for Real-time Feedback
The main objective of METALOGUE is to produce a multimodal dialogue system that is able to implement an interactive behaviour that seems natural to users and is flexible enough to exploit the full potential of multimodal interaction. The METALOGUE system will be arranged in the context of educational use-case scenarios, i.e. for training active citizens (Youth Parliament) and call centre employees. This deliverable describes the intended real-time feedback and reflection in-action support to support the training. Real-time feedback informs learners how they perform key skills and enables them to monitor their progress and thus reflect in-action. This deliverable examines the theoretical considerations of reflection in-action, what type of data is available and should be used, the timing and type of real-time feedback and, finally, concludes with an instructional design blueprint giving a global outline of a set of tasks with stepwise increasing complexity and the feedback proposed.The underlying research project is partly funded by the METALOGUE project. METALOGUE is a Seventh Framework Programme collaborative project funded by the European Commission, grant agreement number: 611073 (http://www.metalogue.eu)
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