The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism

Authors

  • Lina Slim-Topdjian, PhD, CCC-SLP, BCBA ASAP - A Step Ahead Program, LLC and Seton Hall University, School of Health and Medical Sciences 400 South Orange Ave, South Orange NJ 07079
  • Genevieve Pinto Zipp, PT, EdD Professor, Department of Interprofessional Health Sciences & Health Administration Director, Center for Interprofessional Education in Health SciencesSeton Hall University, School of Health and Medical Sciences 400 South Orange Ave, South Orange NJ 07079

Keywords:

Training, mentoring, Autism Spectrum Disorders, experiential, video selfΓÇÉmonitoring

Abstract

Increased prevalence of Autism has generated higher enrollment in educational settings.  Teachers must incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. This is accomplished by providing teachers with educational opportunities that promote such learning. In the academic world, experiential learning opportunities are used to provide a bridge between didactic coursework and on-the-job practice that fosters skill acquisition and critical thinking. Video self-monitoring (VSM) is one type of learning strategy used in experiential learning environments to develop learner’s critical thinking by building on direct experiences, performance feedback (PF), and reflection (R). This study investigates the impact an experiential teacher training framework, consisting of VSM, PF, and R with and without mentoring has on sustained and generalized teacher performance on two dependent variables – Learn Unit (LU); Rate of Effective Instruction (ROI). In this exploratory study 6 female teachers instructing 3-5 year-old autistic children participated in the study. Teacher performance on LU and ROI was evaluated after: Phase 1 – 2-hour workshop; Phase 2 – training: using the VSM. PF, R with and without mentoring; Phase 3 – follow-up: VSM. PF, R and mentoring are removed. Findings revealed that while VSM, PF, R appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement was observed among teachers who received mentoring as opposed those who did not. Practical applications of this experiential learning teacher/educator training framework for the advanced education of teachers and health science professionals working with this population are highlighted.

 

Author Biographies

Lina Slim-Topdjian, PhD, CCC-SLP, BCBA, ASAP - A Step Ahead Program, LLC and Seton Hall University, School of Health and Medical Sciences 400 South Orange Ave, South Orange NJ 07079

Lina Slim, PhD, CCC-SLP, BCBA, is Founding Executive Director of ASAP ΓÇô A Step Ahead Program, LLC. Dr. Slim completed her PhD from the Department of Interprofessional Health Sciences and Health Administration at Seton Hall University and has published on the topic of interprofessional staff training model for teachers working with children with autism spectrum disorder. Dr. Slim is recognized for her innovative interprofessional collaborative, community-based approach supporting families of children with neurodevelopmental disabilities. She presented nationally and internationally, in the areas of autism, apraxia, interprofessional collaborative practices, parent and staff training.

Genevieve Pinto Zipp, PT, EdD, Professor, Department of Interprofessional Health Sciences & Health Administration Director, Center for Interprofessional Education in Health SciencesSeton Hall University, School of Health and Medical Sciences 400 South Orange Ave, South Orange NJ 07079

Genevieve Pinto Zipp, PT, EdD, is Professor of the Department of Interprofessional Health Sciences and Health Administration at Seton Hall University. Dr. Pinto Zipp received her EdD from Teachers College Columbia University in 1996. She currently teaches management of neuromuscular problems in the Doctor of Physical Therapy program. Her research interests focus on, a) effects of performing dual tasks on walking performance and postural sway in children and adults, and b) curriculum design issues including the use of mind mapping and video based cases in professional education for the promotion of clinical decision making skills.

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Published

2016-11-15

Issue

Vol. 3 No. 4 (2016): Experiential Learning in Teacher Education

Section

Theme Articles

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