Background: A pediatric injury prevention course has not been available as a massive open online course (MOOC). Creating a comprehensive topic course is particularly challenging because the traditional, week-by-week linear curriculum design is often a barrier to learners interested in only specific topics. We created a novel, flexible course as both a 'choose your topic' MOOC for the public learner and a Small Private Online Course (SPOC) for medical students. Methods: We describe creating 'Injury Prevention for Children and Teens', a course of 59 video learning segments within eight modules taught by a multidisciplinary panel of 25 nationallyrecognized experts. Completion tracking and course evaluations were collected. Results: In 2.5 years, 4,822 learners from 148 countries have enrolled. Two-thirds of learners were female. Median age of learners was 31 years. For engagement, 19.3% (n = 932) of learners attempted quizzes, and 5.2% (n = 252) participated in online forum discussions. Medical professionals (n = 162) claimed an average of 13 credit hours per learner. Over 200 senior medical students have taken the SPOC. Conclusion: 'Injury Prevention for Children and Teens' is a novel approach to injury prevention education that is broad, science-based, accessible, and not cost-prohibitive for a diverse group of global learners.
The dual-criteria (DC) and conservative dual-criteria (CDC) methods allow clinicians and researchers to quantify the occurrence of false-positive outcomes within single-case experimental designs. The purpose of the current study was to use these DC and CDC methods to measure the incidence of false positives with simulated data collected via discontinuous interval methods (i.e., momentary time sampling, partialinterval recording) as a function of data series length. We generated event data to create 316,800 unique simulated data series for analysis. In Experiment 1, we evaluated how changes in relevant parameters (i.e., interval sizes, event durations, IRT-to-event-run ratios) produced false positives with momentary time sampling procedures. We also assessed the degree that the CDC method produced fewer false positives than the DC method with simulated interval data. In Experiment 2, we used similar procedures to quantify the occurrence of false positives with partial-interval recording data. We successfully replicated outcomes from previous research in the current study, though such results only highlight the generality of the procedures relating to false positive (and not false negative) outcomes. That is, these results indicate MTS and PIR may adequately control for false positives, but our conclusions are limited by a lack of data on power. K E Y W O R D S dual-criteria method, false positives, momentary time sampling, partial interval recording
Task interspersal is a teaching method frequently used with individuals with autism spectrum disorder (ASD). Although many different procedural variations of task interspersal have been reported in the literature, it is unclear how providers serving individuals with ASD implement task interspersal. The present study surveyed direct care providers to examine which variations of task interspersal they use most frequently, as well as how they choose a particular variation. Results revealed that many different procedural variations are used across providers. Provider discipline background appeared to be associated with differences in selection of specific procedural variations. Findings inform areas for further research as well as consideration of topics for discussion during training and/or supervision with employees and trainees. (1) Providers report frequently interspersing tasks of similar difficulty, despite research supporting the practice of interspersing tasks of varying difficulty. Service providers might consider primarily implementing maintenance among acquisition tasks when using task interspersal.(2) Due to potential problems associated with using the same reinforcement schedules/reinforcers for both tasks (e.g., satiation), providers and supervising BCBAs are encouraged to consider whether using different reinforcement schedules/reinforcers will enhance acquisition outcomes. (3) When selecting a procedural variation, providers reported relying on clinical judgment or guidelines from their organizations more frequently than directly contacting the current literature. It is important that organizations and supervisors provide clear guidelines and recommendations based on the most recent scientific literature and update these as new research is published. (4) Individualization of procedures based on specific client characteristics was found to be inconsistent. Supervisors are encouraged to discuss individualization practices for cases in which consistency of treatment across providers is preferred or necessary for maintenance of skills.
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