Comparing Video Modeling and Computer-Based Instruction to Teach Preference Assessment Implementation

Vladescu, Jason C.; Mery, Jacqueline N.; Marano-Frezza, Kathleen E.; Breeman, Samantha L.; Campanaro, Alexandra M.; Naudé, Gideon P.

doi:10.1080/01608061.2021.1965940

Cited by 9 publications

(7 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the data collected during CM demonstrate the need to expose participants to a variety of materials used for the sleeping environment such as different types of cribs or bassinets and additional possible examples and nonexamples of sleeping arrangements. Because it may be difficult to provide all the possible sleep scenarios in person during training, perhaps the picture identification task can include a more extensive review of arrangements or a computer‐based instruction intervention can be developed to mitigate concerns regarding lack of resources and trainer time (Geiger et al, 2018; Vladescu et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Evaluating caregivers arrangement of infant sleeping environments in the home

Mery

Day‐Watkins

Schnell

et al. 2023

J of App Behav Analysis

Self Cite

View full text Add to dashboard Cite

Sleep‐related infant deaths are one of the top causes of infant mortality in the United States. A few behavior analytic studies have examined behavioral skills training to teach adults to arrange safe infant sleeping environments. These studies were conducted in an analogue environment, and no data were collected outside the training setting. The purpose of the current study was to replicate and extend the extant literature. We taught caregivers to arrange safe infant sleeping environments in a community‐based organization. Thereafter, we assessed the feasibility and effectiveness of a technology‐based contingency management procedure to examine caregivers' adherence with arrangement of a safe sleeping environment for their newborns across a 2‐week period. As in previous studies, behavioral skills training resulted in positive outcomes, and follow‐up data suggested that the technology‐based contingency management procedure may be a promising approach to promoting adherence with infant sleeping environment recommendations.

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluating caregivers arrangement of infant sleeping environments in the home

Mery

Day‐Watkins

Schnell

et al. 2023

J of App Behav Analysis

Self Cite

View full text Add to dashboard Cite

show abstract

“…Refinements to self‐instruction that might increase its effectiveness as a stand‐alone training modality could also enhance efforts to reach more teachers. For example, results of a growing number of studies indicate that some forms of computer‐based instruction are effective for teaching a variety of behavior‐analytic procedures, including DTT (Campanaro et al., 2023; Geiger et al., 2018), behavior skills training (Campanaro, A. M., & Vladescu, J. C., 2023), preference assessments (Vladescu et al., 2022), and functional analyses of problem behavior (e.g., Standish et al., 2021). These promising results should be extended to diverse groups of educators working in public schools who have little or no prior training in applied behavior analysis.…”

Section: Discussionmentioning

confidence: 99%

Remote training of educators in Taiwan to disseminate discrete trial training for students with developmental disabilities

Chen,

Lerman

2023

Behavioral Interventions

View full text Add to dashboard Cite

Educators in many areas of the world lack the necessary resources and training to serve students with developmental disabilities effectively. Telehealth technologies and a train‐the‐trainer approach may help disseminate evidence‐based instructional strategies to teachers in underserved areas. In this study, experimenters combined synchronous and asynchronous remote training to prepare six teachers in Taiwan to implement discrete trial training (DTT) with students. First, the experimenter taught three teachers from a private school to implement DTT with their students. Then, they trained these participants to teach another educator at their school. Finally, the three teachers trained those additional educators. Results indicated that the training was effective for all participants and that the DTT skills of the three trainers maintained over time and transferred to their in‐classroom instruction. These findings replicate and extend the current literature suggesting that the use of telehealth and a train‐the‐trainer model is a promising and socially valid method for disseminating ABA to countries with limited resources.

show abstract

“…Asynchronous, or self-directed, trainings (e.g., video modeling, manuals, and task analyses [TAs]) can be cost-and resource-efficient for quickly teaching critical skills. Professionals have employed asynchronous trainings to teach individuals how to conduct behavior-analytic assessment and treatment procedures including preference assessments (Hansard & Kazemi, 2018;Vladescu et al, 2022), discrete trial training (Catania et al, 2009;Vladescu et al, two decades (e.g., Blair & Mahoney, 2022;Carr & Burkholder, 1998;Deochand, 2017;Hillman & Miller, 2004;Moran & Hirschbine, 2002;Watts & Stenhoff, 2021), researchers have only recently evaluated the efficacy of similar tutorials as trainings in asynchronous formats (see for a review Kranak & Mitteer, 2022). Mitteer et al (2018) used video modeling as an asynchronous training to increase the accuracy of graphing in GraphPad Prism for four credentialed or prospective Registered Behavior Technicians (RBTs).…”

mentioning

confidence: 99%

The influence of measurement on interpreting accurate graphing during an asynchronous training.

Bernstein,

Dachman,

Romero

et al. 2024

Behavior Analysis: Research and Practice

View full text Add to dashboard Cite

Asynchronous trainings can increase the accuracy of graphing single-case design data. Researchers, however, have measured accuracy using a permanent product when employing asynchronous trainings for graphing. Permanent product measures are insensitive to the graphing process (i.e., adherence to the training), steps of this process yielding intangible outcomes, and steps of this process yielding tangible outcomes that are indiscernible through viewing a final output. A continuous measure of accuracy would account for the graphing process better and further measure the efficacy of the training and the use of an asynchronous training modality overall. Professionals also create graphs at the inception of data collection such that these graphs update automatically with ongoing data entry. A continuous measure of accuracy could further highlight errors during specific steps of the graphing process for which professionals can intervene to mitigate uninterpretable or misinterpreted data likely to affect clinical programming. We replicated the efficacy of enhanced written instructions as an asynchronous training for graphing single-case design data for all seven participants. We evaluated accurate graphing using two permanent product measures from the existing literature and a novel, continuous measure. Both permanent product measures generally overestimated accuracy in the absence of training. We also present data on latency to graph completion, maintenance, and generalization before discussing the implications of measurement on interpreting the outcomes of asynchronous trainings.

show abstract

Comparing Video Modeling and Computer-Based Instruction to Teach Preference Assessment Implementation

Cited by 9 publications

References 28 publications

Evaluating caregivers arrangement of infant sleeping environments in the home

Evaluating caregivers arrangement of infant sleeping environments in the home

Remote training of educators in Taiwan to disseminate discrete trial training for students with developmental disabilities

The influence of measurement on interpreting accurate graphing during an asynchronous training.

Contact Info

Product

Resources

About