2026-09-20T00:08:23Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124299 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Development and evaluation of a training in autism and bilingualism for behavior analysts: A mixed methods randomized controlled study Martin, Melanie R 2024-04-17 Autism Professional Development Applied Behavior Analysis Bilingualism Dual Language Multilingualism Autistic children and their families from heritage-language-speaking homes benefit from care tailored to their linguistic and cultural needs. Board Certified Behavior Analysts (BCBAs) are professionals in applied behavior analysis (ABA) who commonly support autistic children but have reported a lack of knowledge and training in how to support these bilingual children and their families. In addition, how behavior analysts describe their knowledge and experiences in supporting bilingual ABA staff is unknown. Therefore, the present exploratory sequential mixed method intervention study sought to understand (a) the knowledge, experiences, and needs of BCBAs in supporting bilingual ABA staff by conducting focus groups and interviews, (b) the development of a tailored online asynchronous professional development and measure its impact on BCBAs knowledge, self-efficacy, and attitudes related to autism, ABA, and bilingualism through a randomized waitlist control trial, and (c) how findings from the focus groups and interviews helped to develop the tailored professional development and to what extent do post- intervention social validity findings help to understand the quantitative results? Qualitative findings aligned with previous research and highlighted the importance of organizational factors in BCBA's experiences; quantitative results indicated a significant effect on the knowledge and self-efficacy of participants in the intervention group, and social validity findings illuminated additional meta-inferences. Implications for research, policy, and practice are discussed. Text eng https://hdl.handle.net/2142/124299 Copyright 2024 Melanie Martin Meadan-Kaplansky, Hedda Meadan-Kaplansky, Hedda Burke, Meghan Rispoli, Mandy Yan, Xun 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Melanie Martin, accepted the attached license on 2024-04-16 at 12:12. The student, Melanie Martin, submitted this Dissertation for approval on 2024-04-16 at 12:21. This Dissertation was approved for publication on 2024-04-17 at 10:20. DSpace SAF Submission Ingestion Package generated from Vireo submission #20437 on 2024-09-16 at 00:34:38 Ph.D. Dissertation Special Education University of Illinois at Urbana-Champaign Special Education