The effectiveness of Applied Behavior Analysis training program for intervention teachers in Vietnam

Tran Van Cong, Phuong Thi Tuyet Nguyen, Hue Thi Hoang
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Abstract

Applied Behaviour Analysis (ABA) is demonstrated as the most efficacious intervention for autism spectrum disorder (ASD) in many pieces of paper (Stahmer, 2011). However, ABA has been neither officially educated in Vietnam nor studied to examine the ability of intervention teachers. In order to enhance the quality of intervention teachers in specialized centers, a basic training program was conducted, including a two-week tutorial and a three-month supervised practicum. One hundred thirty-one intervention teachers in Vietnam participated in this training, which comprised general knowledge, fundamental skills, and on-site practicing. The finding indicated that the knowledge about ABA is limited; there are differences between staff with different specialties. The training has a positive impact on raising awareness of ABA even though it was a short-period program. These findings serve as the foundation for introducing evidence-based methods such as ABA into practice for ASD and other developmental disorders in Vietnam.
越南干预教师应用行为分析培训计划的成效
应用行为分析(ABA)在许多论文中被证明是对自闭症谱系障碍(ASD)最有效的干预措施(Stahmer, 2011)。然而,在越南,ABA既没有被正式教育,也没有被研究来检验干预教师的能力。为了提高专业中心干预教师的素质,开展了一项基础培训计划,包括为期两周的辅导和为期三个月的监督实习。越南的131名干预教师参加了此次培训,培训内容包括一般知识、基本技能和现场实践。这一发现表明,对ABA的认识是有限的;不同专业的员工之间存在差异。虽然培训时间较短,但对提高对ABA的认识产生了积极的影响。这些发现为在越南将ABA等循证方法应用于ASD和其他发育障碍奠定了基础。
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