Training and Coaching: Impact on Peer Mentor Fidelity and Behavior of Postsecondary Students with Autism and Intellectual Disability

Autor/inn/en	Lansey, Kirsten R.; Antia, Shirin; MacFarland, Stephanie Z.; Umbreit, John
Titel	Training and Coaching: Impact on Peer Mentor Fidelity and Behavior of Postsecondary Students with Autism and Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 3, S.328-340 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Coaching (Performance); Training; Feedback (Response); Fidelity; Mentors; Undergraduate Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intellectual Disability; Peer Relationship; Student Behavior; Functional Behavioral Assessment; Behavior Problems; Intervention; Inclusion; Program Effectiveness; Program Implementation + Suchen Sie Ihr Suchwort? Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Intellect; Verstand; Peer-Beziehungen; Student behaviour; Schülerverhalten; Inklusion
Abstract	Students with intellectual and developmental disabilities have more opportunity to attend postsecondary education than ever before. Peer mentors who support these students sometimes need to manage challenging behavior. This study examined the impact of training and coaching with performance feedback on peer mentors' fidelity in implementing function-based intervention plans. A nonconcurrent single subject multiple baseline design across three peer mentor-student pairs was used. All peer mentors improved their fidelity of implementing student behavior plans immediately after being trained and further improved after being coached. One to two coaching sessions were necessary for peer mentors to reach high levels in implementation fidelity. Students also decreased problem behaviors and increased prosocial behaviors when function-based support was implemented with fidelity. Study implications, limitations, and suggestions for future research are presented. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01