Speech-Language Pathologists and Behavior Analysts: A Survey of Video Modeling Use and Perspectives.

Speech-language pathologists (SLPs) and board-certified behavior analysts (BCBAs) work with clients with autism spectrum disorder (ASD). In general, these practitioners support a variety of skills during treatment, including language, social skills, daily living, and academics. Video modeling (VM) is an intervention that is often used to improve skills (e.g., independent living, social, behavioral, academic) for clients with disabilities. It is unknown how SLPs and BCBAs are specifically using VM to support clients, including those with ASD. The primary purpose of this study was to use an existing perception scale to analyze SLPs' and BCBAs' perspectives on and use of VM. Results have indicated that while most practitioners have heard of VM and use it with clients, barriers related to training and video creation still exist. VM is still predominantly used in clinics and special education classrooms, indicating that this evidence-based strategy is being used, but more training and generalization support is needed.

Using an Interactive Framework to Assess a Cultural Simulation for Learning: Tag Team Patient Safety Simulation.

BACKGROUND: The purpose of this pilot study, a replication of a study that originated in Australia for large classroom sizes, was to assess the effect of a culturally sensitive simulation-based pedagogical strategy on student learning. METHOD: This quasi-experimental approach, using a pretest-posttest design with a nonequivalent simulation (n = 43) and nonsimulation (n = 73) group, mimics an approach called Tag Team Patient Safety Simulation. A scenario was enacted focusing on the cultural needs of Nasifah, a 67-year-old woman requiring home-based palliative care. Challenging conversations were navigated by participants and observers through the engagement of antagonist and cue cards. RESULTS: The simulation-based strategy improved student understanding of working with culturally sensitive populations. CONCLUSION: This improvement had no greater learning effect than with the traditional based pedagogical strategy. However, student engagement may have been greater. The need to measure retention, the implications of the findings, the limitations of the study, and directions for future research are discussed. [J Nurs Educ. 2019;58(10):591-594.].