Computerized behavioral skills training with selection-based instruction and lag reinforcement schedules for responses to interview questions.

O’Neill, John; Rehfeldt, Ruth Anne

doi:10.1037/bar0000043

Cited by 5 publications

(4 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings partially replicate previous research on recommended methods for job interview training for this population. For example, prior research on the use of video feedback for interview training showed improved performance (Kern-Dunlap et al, 1992;Moore, 2015;Morgan & Salzberg, 1992;O'Neill, 2015). In the present study, although accurate responding increased for some participants following implementation of the video feedback component with InterviewStream©, participant responses remained stable after a second and third session with this component of the training package.…”

Section: Discussionsupporting

confidence: 40%

See 1 more Smart Citation

A component analysis of job interview training for young adults with autism spectrum disorder

Rosales

Whitlow

2019

Behavioral Interventions

View full text Add to dashboard Cite

The job interview is a vital component to acquire employment. Individuals with autism spectrum disorder may experience difficulties with job interviews due to notable deficits in social and communication skills. We evaluated the relative impact of several components of a job interview training package on six participants' responses to commonly asked interview questions. We used a multiple baseline design across participants to present the following components: written instructions, rehearsal and video selffeedback with a commercially available training program, and verbal feedback delivered by the experimenter. Results demonstrated that all participants required an additional behavioral skills training session to meet our mastery criterion. However, once training was complete, all participants showed generalized performance when the interview questions were presented in a varied format and by a novel interviewer outside of the training environment. In addition, their performance was maintained at follow-up. KEYWORDS autism spectrum disorder, behavioral skills training, InterviewStream©, job interview training

show abstract

Section: Discussionsupporting

confidence: 40%

“…Sessions were scheduled one to two times per week, based on the availability of the participants and experimenter, and lasted no more than 75 min. A trained confederate reports indicating these are among the most commonly asked interview questions (Moore, 2015;O'Neill, 2015).…”

Section: Setting Materials and Dependent Variablementioning

confidence: 99%

A component analysis of job interview training for young adults with autism spectrum disorder

Rosales

Whitlow

2019

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…Future research might examine the addition of programmed prompts during SB instruction that might promote variable novel TB responses (e.g., that was a great answer, can you think of any other relevant information?). Finally, further examination of the effects of SB instruction and lag reinforcement schedules in the context of computerized BST for responses to interview questions (O'Neill & Rehfeldt, 2016), as well as other types of complex conversational skills (Aguirre, O'Neill, Rehfeldt, & Boyer, 2014), is warranted due to the paucity of research on SB instruction for people with learning disabilities.…”

Section: Discussionmentioning

confidence: 99%

Selection-Based Instruction with Touch-Screen Video and the Emergence of Exact, Recombinative, and Novel Topography-Based Responses to Interview Questions

O’Neill

Rehfeldt

2016

Analysis Verbal Behav

Self Cite

View full text Add to dashboard Cite

The purpose of the present experiment was to replicate and extend the literature on using selection-based instruction to teach responses to interview questions by (a) evaluating the emergence of recombinative (i.e., combinations of taught) and novel (i.e., untaught) topography-based intraverbal responses, in addition to exact repetitions of taught responses, (b) providing a measure of social validity for the emergent response subtypes, and (c) including a touch-screen video interviewing component. Participants were two young adult males with a learning disability who attended a local vocational development center. Increases in accurate intraverbal responding and decreases in inaccurate responding across most interview questions were observed in both participants at posttest. Increases in the number of accurate recombinative responses were observed for both participants, and increases in accurate exact responses were observed for one participant. One accurate novel response was observed at posttest for each participant. Results suggest that selection-based instruction can generate appropriate topography-based responses that sound unscripted and the addition of a video component was viable.

show abstract

“…Notably, visual feedback tethered to prior handwashing offers individualized supplemental prompts not present in video models, which could be especially important for students with IDDs. However, video modeling integrated with behavioral skills training can be very effective in teaching accurate response topographies (O’Neill & Rehfeldt, 2017).…”

Section: Discussionmentioning

confidence: 99%

Evaluating visual feedback on the handwashing behavior of students with emotional and developmental disabilities.

Deochand

Hughes

Fuqua

2019

Behavior Analysis: Research and Practice

View full text Add to dashboard Cite

An ABC multiple-baseline design across three students diagnosed with an emotional impairment and/or developmental disability was used to evaluate handwashing behavior after offering a video model and then providing individualized visual handwashing feedback. The visual feedback was delivered by applying a substance that fluoresced under ultraviolet (UV) light, and these visual cues provided information regarding that student's handwashing. The extent to which areas glowed under UV light provided feedback on the effectiveness of handwashing and served as a prompt for future handwashing behavior. The handwashing behaviors of three school-aged individuals were analyzed in terms of number of fluorescent spots on the hand and the total amount of time spent handwashing. Results indicate that the fluorescent visual feedback was acceptable and entertaining for students with emotional impairments and/or developmental disabilities, as well as an effective intervention to improve handwashing behavior for two of the students.

show abstract

Computerized behavioral skills training with selection-based instruction and lag reinforcement schedules for responses to interview questions.

Cited by 5 publications

References 40 publications

A component analysis of job interview training for young adults with autism spectrum disorder

A component analysis of job interview training for young adults with autism spectrum disorder

Selection-Based Instruction with Touch-Screen Video and the Emergence of Exact, Recombinative, and Novel Topography-Based Responses to Interview Questions

Evaluating visual feedback on the handwashing behavior of students with emotional and developmental disabilities.

Contact Info

Product

Resources

About