Using An Internet-Based Training Program to Introduce Naturalistic Behavioral Techniques to Individuals Working with Young Children with Autism

Background:  There is an increasing need for the adaptation of training in evidence-based interventions to non-traditional service delivery methods, particularly for individuals working with children with autism.  Internet-based instructional formats have been shown to be an effective means of dissemination of intervention training for various clinical populations. Recently, research has begun to examine the potential of innovative computer technology to provide training to service providers and parents of children with autism. The use of a remote, internet-delivered, intervention training program has the potential to surmount many of the challenges typically associated with accessing and implementing such programs.  

Objectives:  An internet-delivered intervention training program was created to introduce service providers and parents to Reciprocal Imitation Training, a naturalistic behavioral intervention that has been shown to increase imitation on objects and gestures in young children with autism. 

Methods:  Two separate multiple-baseline design studies were conducted to assess the impact of an internet-based training program on changes in knowledge and behavior for service providers (Study 1) and parents (Study 2). In both studies, participants were randomly assigned to a predetermined number of video recorded baseline sessions. After completing baseline sessions, all participants were given access to the internet-based training program. Participants were then video recorded implementing the intervention techniques. If necessary, additional feedback was given to participants until fidelity of implementation was achieved. Changes in participant knowledge and implementation of intervention were assessed at pre- and post-training. Additionally, data examining the internet-based training program’s strengths and suggestions for improvement were collected.

Results: Results suggest that providers and parents improved their knowledge and use of the intervention strategies in response to the internet-based training program. However, some individuals required additional live coaching in order to reach fidelity of implementation.  

Conclusions:  An internet-delivered, intervention training program may be an effective method for disseminating training in evidence-based practices to individuals working with children with autism. A more supportive and interactive training program, providing additional feedback and coaching, may be particularly beneficial for some consumers.