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Using Blended and guided technologies in a unversity course for scientist practitioners: teaching applied behaviour analysis to autism professionals
Stockholm University, Faculty of Social Sciences, Department of Special Education.
University of North Texas.
2009 (English)In: Journal of Intellectual Disabilities, ISSN 1744-6295, Vol. 13, no 2, 113-142 p.Article in journal (Refereed) Published
Abstract [en]

Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

Place, publisher, year, edition, pages
Londonderry: SAGE , 2009. Vol. 13, no 2, 113-142 p.
Keyword [en]
applied behaviour analysis, autism, blended learning, guided design, scientist-practitioner
National Category
Applied Psychology
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-36828DOI: 10.1177/1744629509340179OAI: oai:DiVA.org:su-36828DiVA: diva2:290526
Available from: 2010-09-13 Created: 2010-01-27 Last updated: 2010-09-13Bibliographically approved

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CiteExportLink to record
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  • apa
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