Rose A. MasonPurdue University | Purdue · Department of Educational Studies, College of Education
Rose A. Mason
PhD, BCBA-D
About
39
Publications
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1,109
Citations
Citations since 2017
Introduction
Additional affiliations
January 2013 - November 2015
Publications
Publications (39)
Objectives
Prior research has established assessment methodologies, such as functional analysis to identify specific contexts in which restricted and repetitive behavior (RRB) occurs, and measures of heart rate variability (HRV) to index the level of autonomic arousal in individuals with autism spectrum disorder (ASD). Yet, a gap remains in integra...
Objectives Young children with Angelman syndrome have significant delays in expressive communication. Parents of children with Angelman syndrome require training to support their child’s communication development. Unfortunately, parent training focused on the needs of families of children with rare genetic syndromes is unavailable to many families....
Early childhood special education teachers require training and support in implementing function-based intervention for challenging behavior. Yet, teacher professional development practices are not universally effective,and teachers may benefit from differentiated supports. The purpose of this study was to pilot and evaluate a multilevel approach t...
Individuals with autism spectrum disorder (ASD) often have difficulty engaging in conversations with same-age peers. Deficits in conversation skills can hinder one’s ability to sustain friendships and may lead to social isolation. Research has shown that technology-based interventions can improve conversation skills and reduce the social stigmatiza...
Deficits in social-communication skills are a core feature of autism spectrum disorder (ASD). Deficits in social communication progress into adolescence and adulthood, making complex social interactions particularly difficult and preventing the development of meaningful friendships. Interventions aimed to improve conversational skills needed to fos...
Objectives
Increasing numbers of transition-age youth with autism spectrum disorder (ASD) are pursuing postsecondary education and may benefit from interventions to support them in the college environment. The purpose of this study was to examine the efficacy of a self-monitoring application (app) to increase on-task classroom behavior of a postsec...
Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice fo...
The purpose of the present study was to assess the impact of coaching with performance feedback from teachers on accuracy of paraeducators’ momentary time sampling (MTS) data of students’ on-task behavior. Two lead teachers and three paraeducators participated in the study. The relation between coaching and accuracy of the data collection was evalu...
The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are limi...
Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the poten...
Background:
Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision.
Aims:
We sought to identify how paraprofessional competence and classroom type affecte...
Supporting parents in reducing challenging behavior of children with autism spectrum disorder (ASD) requires the identification of effective, feasible, and sustainable interventions. Functional communication training (FCT) is one of the most well-established interventions in the behavioral literature and is used increasingly by parents. However, th...
This chapter is designed to present literature reviews and exemplary studies with a focus on peer training and peer mediation interventions (PMIs) to address social deficits presenting in autism spectrum disorders and to build social competence with peers. Studies including literature reviews were identified through a search of peer-reviewed journa...
Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A mult...
Behavioral intervention success relies in part on the accuracy with which interventions are implemented. Self-monitoring may be effective for improving teacher implementation fidelity of behavioral interventions. The purpose of this systematic review was to summarize the research on teacher self-monitoring of behavioral interventions and to summari...
The purpose of this study was to compare direct instruction using the Reading Mastery curriculum in small groups with peers and typical reading instruction on the beginning literacy skills of moderate to high functioning young children with Autism Spectrum Disorders (ASD). Thirty-two children were in the Reading Mastery intervention group and 30 we...
The current study examines qualities of self-monitoring (SM) interventions for students with autism spectrum disorders (ASD) within school settings. Despite substantial research supporting the use of SM in schools, there is currently a lack of consensus regarding the student-, intervention-, and setting-level variables that support the use of this...
Video-based modeling capitalizes on technology to increase the efficiency of modeling interventions for individuals with disabilities. Video self-modeling is a specific form of video-based modeling that utilizes the learner as the model to provide an opportunity for the learner to view him or herself as competent. This meta-analysis investigated th...
Background:
Many individuals with autism spectrum disorders (ASD) show deficits in functional living skills, leading to low independence, limited community involvement, and poor quality of life. With development of mobile devices, utilizing video modeling has become more feasible for educators to promote functional living skills of individuals wit...
Behaviorally based interventions have been demonstrated to be effective to teach social interaction skills for children with autism spectrum disorders in general education. However, the overall and moderating effects of these interventions have not been previously investigated in inclusive settings. The goal of this study was to investigate the ove...
This review analyzed the quality of 39 single-case studies and 83 individual experiments focused on teaching employment skills to individuals with developmental disabilities. Experiments were assessed and included in further analyses based on the basic design standards and evidence standards (Kratochwill et al., 2010, 2013). Study elements were als...
The ever-increasing prevalence of children diagnosed with autism spectrum disorder (ASD) is paralleled in public educational settings including general education classrooms. Challenges with social/behavioral functioning, including limited self-management and behavior inhibition, can lead to off-task and disruptive behaviors that interfere with acqu...
The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children...
Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Net...
Individuals with autism spectrum disorders (ASD) and complex communication needs often rely on augmentative and alternative communication (AAC) as a means of functional communication. This meta-analysis investigated how individual characteristics moderate effectiveness of three types of aided AAC: the Picture Exchange Communication System (PECS), s...
Many students with autism engage in a variety of complex stereotypic behaviors, impacting task completion and interfering with social opportunities. Self-monitoring is an intervention with empirical support for individuals with ASD to increase behavioral repertoires and decrease behaviors that are incompatible with successful outcomes. However, the...
Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of...
Point-of-view video modeling (POV), a variation of video-based modeling interventions, involves creating a video exemplar from a first-person perspective. The advantage is a significant reduction in extraneous stimuli, as well as increased efficiency in production. However, the lack of systematic analysis to evaluate differential impact on targeted...
Objective:
The purpose of this meta-analysis was to evaluate the potential moderating effects of intervention setting and type of aided augmentative and alternative communication (AAC) on outcome variables for students with autism spectrum disorders.
Methods:
Improvement rate difference, an effect size measure, was used to calculate aggregate ef...
Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information...
Introduction:
Empirical support regarding effective interventions for individuals with autism spectrum disorder (ASD) within a postsecondary community is limited. Video modeling, an empirically supported intervention for children and adolescents with ASD, may prove effective in addressing the needs of individuals with ASD in higher education.
Obj...
Video modeling with other as model (VMO) is a more practical method for implementing video-based modeling techniques, such as video self-modeling, which requires significantly more editing. Despite this, identification of contextual factors such as participant characteristics and targeted outcomes that moderate the effectiveness of VMO has not prev...
Projects
Projects (2)
ASD On The Go is a multi-component intervention for adolescents and young adults with autism spectrum disorder (ASD), created by the University of Kansas, in partnership with Purdue University. The intervention is individualized and focuses on enhancing social communication, organization/planning, and problem-solving skills. Individuals with ASD will receive support through three components: (1) online instructional modules, (2) coaching, and (3) self-monitoring. ASD On The Go is most appropriate for increasing engagement in community, employment, and school settings.
This research was supported by a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), H133A130032, U.S. Department of Health and Human Services.
https://asdonthego.ku.edu/
The goal of the project is to provide a mechanism for teachers to supervise paras while also increasing training for paraprofessionals - particularly those that work with students with moderate to severe developmental disabilities. In partnership with the schools, we are piloting the feasibiity and efficacy of a practice based coaching model with teacher as coach.
