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Journal of Intellectual Disabilities
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What's this?

Using blended and guided technologies in a university course for scientist-practitioners

Teaching Applied Behaviour Analysis to autism professionals

Lise Roll-Pettersson

Akershus University College, Norway, Stockholm University, Sweden, Lise.Roll-Pettersson{at}specped.su.se

Shahla Ala'I-Rosales

University of North Texas, USA, Shahla.Alai-Rosales{at}unt.edu

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.

Key Words: Applied Behaviour Analysis • autism • blended learning • guided design • scientist-practitioner

Journal of Intellectual Disabilities, Vol. 13, No. 2, 113-142 (2009)
DOI: 10.1177/1744629509340179
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