Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching

Fraser, Dawn W.; Marder, Tamara J.; deBettencourt, Laurie U.; Myers, Linda A.; Kalymon, Kristen M.; Harrell, Robert

doi:10.1177/1088357619844696

Cited by 17 publications

(13 citation statements)

References 12 publications

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“…Our results are consistent with previous studies reporting the benefits of providing teacher candidates with multiple opportunities to practice implementing newly acquired skills in a simulated environment (i.e., Mursion™; Dawson & Lignugaris/Kraft, 2017; Elford et al, 2013; Fraser et al, 2020; Vince-Garland et al, 2012; Peterson-Ahmad et al, 2018). Also similar to previous findings (e.g., Horn, Gable, Bobzien, Tonelson, & Rock, 2020; 2022; Korner & Brown, 1952; Rock, 2019), participants indicated it took between three and four sessions to feel comfortable receiving immediate feedback by means of e Coaching with BIE.…”

Section: Discussionsupporting

confidence: 92%

Effects of eCoaching on the Occurrence, Equity, and Variety of Behavior Specific Praise During Mursion™ Simulations

Horn

Rock

Chezan

et al. 2023

J Spec Educ Technol

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Engaging in deliberate practice opportunities during special education teacher preparation may increase the implementation and sustainability of evidence-based practices with fidelity in K-12 classrooms. We used a concurrent multiple baseline design across participants to evaluate the effects of providing immediate feedback through eCoaching with online Bug-In-Ear (BIE) technology on special education teacher candidates’ acquisition and sustained use of behavior specific praise (BSP) during Mursion™ classroom simulations. We also measured equitable praise rates and used the Behavior Specific Praise Observational Tool (BSP-OT) to evaluate teacher candidates’ praise variety. Results showed a functional relation between the intervention and teacher candidates’ use of BSP. Maintenance, equity, and praise variety data indicated promising social validity findings.

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Section: Discussionsupporting

confidence: 92%

Effects of eCoaching on the Occurrence, Equity, and Variety of Behavior Specific Praise During Mursion™ Simulations

Horn

Rock

Chezan

et al. 2023

J Spec Educ Technol

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“…In Edu-cation and Human Services, Virtual Reality (VR) experiences are implemented through simulation tools such as TLE TeachLivE, which uses classroom simulators and interactive student avatars to help students become better educators (Ade-Ojo et al, 2022). Fraser et al (2020) noted the positive impact that TLE TeachLivE had with training teachers that work with students diagnosed with autism spectrum disorder (ASD). Similarly, Mursion is a technology for virtual simulations used in teacher preparation programs to support preservice special education teachers in developing classroom management skills (Hudson, Voytecki, & Owens, 2019).…”

Section: Education and Human Servicesmentioning

confidence: 99%

Artificial Intelligence and the Disruption of Higher Education: Strategies for Integrations across Disciplines

Hutson¹,

Jeevanjee²,

Graaf³

et al. 2022

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Artificial intelligence (AI) and its impact on society have received a great deal of attention in the past five years since the first Stanford AI100 report. AI already globally impacts individuals in critical and personal ways, and many industries will continue to experience disruptions as the full algorithmic effects are understood. Higher education is one of the industries that will be greatly impacted; consequently, many institutions have begun accelerating its adoption across disciplines to address the fast-approaching market shift. Recent advances with the technology are especially promising for its potential to create and scale personalized learning for students, to optimize strategies for learning outcomes, and to increase access to a more diverse populations. In the US alone, colleges are predicted to witness a 48% growth in AI market between 2018-2022. Research has confirmed that the current use of AI in education (AIEd) leads to positive outcomes, including improved learning outcomes for students, along with increased access, increased retention, lower cost of education, and decreased time to completion. Future uses of AI will include the following: enabling engaging and interactive education anytime and anywhere; personalized AI mentors that will help students identify and reach their goals;

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“…Along with the arising opportunities, we discovered a number of gaps that require the researchers' attention. causing harm to real students during the practise process, for instance, interacting with students on Autism Spectrum (Fraser et al, 2020).…”

Section: Strengths Weaknesses Opportunities and Threats Of Xr-based T...mentioning

confidence: 99%

How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

Wang,

2024

Computer Assisted Learning

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BackgroundVirtual reality (VR), augmented reality (AR) and mixed reality (MR) have sparked recently in improving the effectiveness of teacher education. However, there is a lack of review regarding the utilisation of these technologies in this field. These three technologies, namely VR, AR and MR, can be collectively referred to as extended reality (XR) (as mentioned in reference Tang et al., 2022).ObjectivesRemarkably, the utilisation of XR‐based technologies in teacher education needs to be explored. Moreover, research questions related to the training objectives, methodological features, and the effects of XR‐based teacher education remain unanswered.MethodsTo this end, the present study conducted a systematic review to analyse 52 articles from six databases (including Web of Science, Scopus, IEEE Xplore, ERIC, ScienceDirect, and ACM Digital Library).ResultsThe results indicate that XR technologies have been primarily used to train teachers' procedural knowledge, for instance, classroom management. Furthermore, most studies have primarily focused on pre‐service teachers (PSTs) rather than in‐service teachers and utilised small sample sizes, with VR emerging as the most frequently employed tool. Finally, the majority of the studies reported that XR‐based training affected teachers positively.ConclusionsIt urges researchers and developers to consider theory‐driven training design, which increases the potential to better understand what features of XR promote in‐service teachers' and PSTs' learning and how they do so. This article additionally conducts a SWOT (strengths, weaknesses, opportunities, and threats) analysis of XR‐based teacher education to offer more insightful recommendations and foster further discussion.

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Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching

Cited by 17 publications

References 12 publications

Effects of eCoaching on the Occurrence, Equity, and Variety of Behavior Specific Praise During Mursion™ Simulations

Effects of eCoaching on the Occurrence, Equity, and Variety of Behavior Specific Praise During Mursion™ Simulations

Artificial Intelligence and the Disruption of Higher Education: Strategies for Integrations across Disciplines

How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

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