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Using CentralReach: Technology as a tool to improve educator and parent experiences in early childhood intervention therapy for children with ASD

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Using CentralReach: Technology as a tool to improve educator and parent experiences in early childhood intervention therapy for children with ASD

Dumas, Jesse (2019) Using CentralReach: Technology as a tool to improve educator and parent experiences in early childhood intervention therapy for children with ASD. Masters thesis, Concordia University.

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Abstract

Applied behavioural analysis (ABA) therapy is one of the most widely used techniques for early intervention therapy with children with autism spectrum disorder (ASD). Its two components – (i) parent involvement in therapy and (ii) accurate and efficient data collection and progression monitoring – are crucial to improve children’s overall skill acquisition. However, barriers exist preventing these components from functioning to their highest potential, such as miscommunication and lack of time. Technological innovations such as CentralReach, an online software allowing educators to collect data and track child progression simultaneously while giving parents access to this data, provide an interesting alternative to current methods. The purpose of this project was to examine the implementation of CentralReach in an early intervention center that delivers ABA therapy to children with ASD, through the perspectives of parents and educators using a mixed-method approach. Results from a between-subject comparison between 20 ABA therapists – 10 educators using CentralReach and 10 educators using pen and paper methods – revealed no differences between perceived accuracy of the two methods, but that educators perceived CentralReach as being more efficient than pen and paper methods. A pre-post single-case design was used for three participating parents to examine the impact of formal training in CentralReach on their involvement in their child’s therapy. Parent perspectives of the role CentralReach plays in their involvement and ability to impact their child’s learning are discussed. Trends in the data revealed that increases in factors of involvement, such as perceived self-efficacy, coincided with increased involvement following the CentralReach workshop.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Dumas, Jesse
Institution:Concordia University
Degree Name:M.A.
Program:Child Studies
Date:April 2019
Thesis Supervisor(s):Chang-Kredl, Sandra
ID Code:985232
Deposited By: JESSE DUMAS
Deposited On:17 Jun 2019 15:48
Last Modified:17 Jun 2019 15:48
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