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
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 educat...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Mercy College
2016-11-01
|
| Series: | Global Education Review |
| Subjects: | |
| Online Access: | http://ger.mercy.edu/index.php/ger/article/view/265/221 |
| _version_ | 1819291949243301888 |
|---|---|
| author | Lina Slim - Topdjian Genevieve Pinto Zipp |
| author_facet | Lina Slim - Topdjian Genevieve Pinto Zipp |
| author_sort | Lina Slim - Topdjian |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-24T03:46:46Z |
| format | Article |
| id | doaj.art-8dfb2ca2dae04fc8bac3bbb98effc26b |
| institution | Directory Open Access Journal |
| issn | 2325-663X |
| language | English |
| last_indexed | 2024-12-24T03:46:46Z |
| publishDate | 2016-11-01 |
| publisher | Mercy College |
| record_format | Article |
| series | Global Education Review |
| spelling | doaj.art-8dfb2ca2dae04fc8bac3bbb98effc26b2022-12-21T17:16:42ZengMercy CollegeGlobal Education Review2325-663X2016-11-0134618The 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 AutismLina Slim - Topdjian0Genevieve Pinto Zipp1Seton Hall UniversitySeton Hall UniversityIncreased 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.http://ger.mercy.edu/index.php/ger/article/view/265/221t rainingmentoringAutism Spectrum Disordersexperientialvideo self ‐ monitoring |
| spellingShingle | Lina Slim - Topdjian Genevieve Pinto Zipp 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 Global Education Review t raining mentoring Autism Spectrum Disorders experiential video self ‐ monitoring |
| title | 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 |
| title_full | 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 |
| title_fullStr | 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 |
| title_full_unstemmed | 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 |
| title_short | 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 |
| title_sort | 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 |
| topic | t raining mentoring Autism Spectrum Disorders experiential video self ‐ monitoring |
| url | http://ger.mercy.edu/index.php/ger/article/view/265/221 |
| work_keys_str_mv | AT linaslimtopdjian theuseofvideoselfmonitoringembeddedwithmentorshipasamediumtoenhanceexperientiallearningopportunitiesandpromotecriticalthinkingskillsforeducatorsandhealthscienceprofessionalsworkingwithchildrenwithautism AT genevievepintozipp theuseofvideoselfmonitoringembeddedwithmentorshipasamediumtoenhanceexperientiallearningopportunitiesandpromotecriticalthinkingskillsforeducatorsandhealthscienceprofessionalsworkingwithchildrenwithautism AT linaslimtopdjian useofvideoselfmonitoringembeddedwithmentorshipasamediumtoenhanceexperientiallearningopportunitiesandpromotecriticalthinkingskillsforeducatorsandhealthscienceprofessionalsworkingwithchildrenwithautism AT genevievepintozipp useofvideoselfmonitoringembeddedwithmentorshipasamediumtoenhanceexperientiallearningopportunitiesandpromotecriticalthinkingskillsforeducatorsandhealthscienceprofessionalsworkingwithchildrenwithautism |