A comparison of computer‐assisted and therapist‐led instruction for children with autism spectrum disorder

LeBlanc, Brittany; Kodak, Tiffany; Cariveau, Tom; Campbell, Vincent

doi:10.1002/bin.1471

Cited by 4 publications

(6 citation statements)

References 17 publications

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“…There are several potential benefits to using computer or tablet-based systems to conduct research in discrimination training, although very little applied behavior analytic research exists in the area. Moreover, even when computers are used, experimenters may still be required to progress through the trial sequence or record data (e.g., Kodak et al, 2011; LeBlanc et al, 2017). As one example, LeBlanc et al (2017) reported that a computer-based protocol required that an “experimenter started the computer program, advanced the program to each new trial using a wireless keyboard, and delivered reinforcement” (p. 137).…”

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confidence: 99%

“…Moreover, even when computers are used, experimenters may still be required to progress through the trial sequence or record data (e.g., Kodak et al, 2011; LeBlanc et al, 2017). As one example, LeBlanc et al (2017) reported that a computer-based protocol required that an “experimenter started the computer program, advanced the program to each new trial using a wireless keyboard, and delivered reinforcement” (p. 137). Furthermore, three recent tutorials have described methods for researchers and clinicians to utilize computer- or tablet-based instructional systems; yet none of these papers described a system that allowed for data to be recorded by the program rather than human observers (Cariveau et al, 2021; Cummings & Saunders, 2019; Mattson et al, 2020).…”

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confidence: 99%

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Validation of a tablet-based program for skill acquisition research.

Ellington¹,

Cariveau²,

Kennedy³

et al. 2023

Behavior Analysis: Research and Practice

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Simple and conditional discrimination training programs are commonly presented in simultaneous discrimination arrangements, which include an array of two or more comparisons. Several descriptive studies have found that these arrangements may be associated with low levels of procedural integrity, which may also affect or even prevent learning. Automated systems may offer several advantages to human-implemented procedures, although computer- or tablet-based paradigms are rarely described in the skill acquisition literature. The current study used a modified version of Smith and Greer’s (2022) validation model to evaluate the technical adequacy of Testable, a web-based software program used to conduct behavioral and psychological experiments, when presenting simple and conditional discrimination tasks. The findings of the five-step model suggested that Testable successfully executed all experimenter-defined conditions and parameters. Moreover, the program reliably recorded response latency, correct responding, and response position. These findings are considered along with recent discussion regarding procedural integrity risk classifications in behavior analytic research.

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confidence: 99%

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confidence: 99%

Validation of a tablet-based program for skill acquisition research.

Ellington¹,

Cariveau²,

Kennedy³

et al. 2023

Behavior Analysis: Research and Practice

Self Cite

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“…(2018) and LeBlanc et al. (2017). A 7‐ and 8‐item checklist was used for the binder and flashcard array probes, respectively (see Tables 2 and 3).…”

Section: Methodsmentioning

confidence: 95%

“…A trained observer reviewed each recording using QuickTime Player and scored each dependent variable on a trial-by-trial basis. Procedural fidelity was scored using a checklist modified from the checklist reported by Kodak et al (2018) and LeBlanc et al (2017). A 7-and 8-item checklist was used for the binder and flashcard array probes, respectively (see Tables 2 and 3).…”

Section: Response Measurementmentioning

confidence: 99%

An analysis of instructor‐ and tablet‐presented conditional discriminations: Fidelity and rapidity

Kennedy,

Cariveau,

Grelck

et al. 2023

Behavioral Interventions

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Matching‐to‐sample arrangements are commonly used to teach conditional discriminations. In these arrangements, instructors must systematically arrange instruction to ensure that a learner's response comes under the intended sources of stimulus control. Given the multitude of instructional considerations, the instructors' procedural fidelity has been a significant concern. Recently, LeBlanc et al. found that brief training and access to enhanced data sheets produced high levels of fidelity with experienced service providers. The current study extended LeBlanc et al. by examining the effects of a similar training on the fidelity and instructional pacing by participants with and without previous experience. The participants' performance was also compared when using a flashcard or binder (i.e., printed) arrays and relative to a tablet‐delivered instructional program. High levels of fidelity were observed following training, although pacing was slow. Slight differences in performance were observed across comparison arrays; nevertheless, the tablet‐based program outperformed instructors.

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“…Smartphones and digital cameras also allow teachers to easily capture video examples of the skills that autistic children/youth learning and using those example as video-models (Dueñas et al, 2019 ). Technology has been used to deliver the content of instruction through traditional computer-assisted instruction ( LeBlanc et al, 2017 ), and tablets (Spooner et al, 2014 ). At this writing, we are in the midst of a pandemic and in-school instruction in many districts has halted.…”

Section: Aversive Strategies and Increased Focus On Positive Behavior Supports And Interventionmentioning

confidence: 99%

Educational Interventions for Children and Youth with Autism: A 40-Year Perspective

Odom

Hall

Morin

et al. 2021

J Autism Dev Disord

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Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the “iSciences” for closing the research to practice gap in the future.

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A comparison of computer‐assisted and therapist‐led instruction for children with autism spectrum disorder

Cited by 4 publications

References 17 publications

Validation of a tablet-based program for skill acquisition research.

Validation of a tablet-based program for skill acquisition research.

An analysis of instructor‐ and tablet‐presented conditional discriminations: Fidelity and rapidity

Educational Interventions for Children and Youth with Autism: A 40-Year Perspective

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