Effects of computer‐based training on procedural modifications to standard functional analyses

Schnell, Lauren K.; Sidener, Tina M.; DeBar, Ruth M.; Vladescu, Jason C.; Kahng, Sung Woo

doi:10.1002/jaba.423

Cited by 15 publications

(12 citation statements)

References 26 publications

(55 reference statements)

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“…CBI resulted in mastery‐level responding for most participants for training parent–child interactions (Blackman et al, 2019); graph creation (Berkman et al, 2019); DTI (Eldevik et al, 2013; Geiger et al, 2018; Gerencser et al, 2018; Higbee et al, 2016; Nosik et al, 2013; Nosik & Williams, 2011; Pollard et al, 2014); photographic activity schedules (Gerencser et al, 2017); interactions with consumers' parents (Ingvarsson & Hanley, 2006); SPAs (Marano et al, 2020); visual analysis of graphs (O'Grady et al, 2018; Schnell et al, 2018; Wolfe & Slocum, 2015); detecting antecedents and consequences of problem behavior (Scott et al, 2018); and imitation interventions (Wainer & Ingersoll, 2013).…”

Section: Resultsmentioning

confidence: 99%

A review of the literature on staff training strategies that minimize trainer involvement

Marano

Vladescu

Reeve

et al. 2020

Behavioral Interventions

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Asynchronous training procedures, which do not require the simultaneous presence of a trainer and trainee, may offer benefits over synchronous training because they may be more efficient, cost-effective, and easier to disseminate. Additionally, asynchronous training may address low trainer to staff ratios. The purpose of this literature review was to identify studies that used asynchronous training procedures to teach any skill related to job performance. A total of 54 articles (containing 58 experiments) were identified for inclusion. The asynchronous staff training techniques identified included video models, computer-based instruction,

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Section: Resultsmentioning

confidence: 99%

A review of the literature on staff training strategies that minimize trainer involvement

Marano

Vladescu

Reeve

et al. 2020

Behavioral Interventions

Self Cite

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“…One possible solution for the described limitations is automation, or an individualized technology, like that of computer-based instruction (e.g., Keller, 1968). Computer-based instruction (CBI) has been one method used to train practitioners across a variety of skills such as assessment, diagnostic, and treatment decision-making (e.g., Lambert, 1989; Schnell et al, 2017). CBI has been shown as an efficient medium to teach fundamentals of procedural decision making when conducting an FA (Schnell et al, 2017).…”

Section: Using Computer-based Training To Teach Practitioners Trial-b...mentioning

confidence: 99%

“…Computer-based instruction (CBI) has been one method used to train practitioners across a variety of skills such as assessment, diagnostic, and treatment decision-making (e.g., Lambert, 1989; Schnell et al, 2017). CBI has been shown as an efficient medium to teach fundamentals of procedural decision making when conducting an FA (Schnell et al, 2017). Components of CBI typically include clear and specific learning objectives with content-specific materials presented via a computer (e.g., Williams & Zahed, 1996), may include videos (e.g., Moore & Fisher, 2007), and interactive quizzes for comprehension checks (e.g., Schnell et al, 2017).…”

Section: Using Computer-based Training To Teach Practitioners Trial-b...mentioning

confidence: 99%

Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures

et al. 2021

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Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers several advantages as a staff training tool including less training time, less required supervision, and permits self-paced and individualized training. The efficacy of CBI on procedures of TBFA to practitioners remains unknown. We evaluated the efficacy of CBI teaching procedures of TBFA with 20 practitioners. Results indicate that CBI is an effective and efficient staff training procedure as post-test scores increased following the CBI training across participants with a mean training duration of less than an hour. Three practitioners successfully implemented four conditions of a TBFA with a confederate following CBI training. Following completion of the study, respondents ranked procedures of the CBI as socially valid.

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“…Additionally, all participants agreed or strongly agreed that the training was clear to them (mean 4.5, range 4-5) and that it was easy to visually analyze graphs following training (mean 4.25, range 4-5). To assess the outcomes, participant scores on the first baseline measure and last intervention measure, across all measures, were converted to relevant letter grades used in university courses by using the following conversion: 100% = A, 90% = A−, 80% = B−, 70% = C−, 60% = D, and below 60% = F (Fienup & Critchfield, 2010;Schnell, Sidener, DeBar, Vladescu, & Kahng, 2014). These data were summarized as the percentage of letter grades per measure.…”

Section: Social Validity Measuresmentioning

confidence: 99%

Evaluation of Computer-Based Training to Teach Adults Visual Analysis Skills of Baseline-Treatment Graphs

O'Grady

Reeve

et al. 2018

Behav Analysis Practice

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The primary method of data analysis in applied behavior analysis is visual analysis. However, few investigations to date have taught the skills necessary for accurate visual analysis. The purpose of the present study was to evaluate computer-based training on the visual analysis skills of adults with no prior experience. Visual analysis was taught with interactive computer-based training that included written instructions and opportunities for practice with textual feedback. Generalization of participant skills from simulated to handwritten and authentic data graphs was programmed for and assessed during the study. A multiple-baseline design was used across visual analysis properties (i.e., variability, level, and trend), with continuous overall intervention effect generalization probes, replicated across 4 participants to evaluate computer-based training for accurate visual analysis of A-B graphs. The results showed that all participants accurately visually analyzed A-B graphs following the computer-based training for variability, level, trend, and overall intervention effect. These visual analysis skills generalized to handwritten and authentic data graphs and maintained approximately 1 day, 1 week, 2 weeks, and 1 month following mastery of each property for all participants. Implications of the results suggest that computer-based training improved accurate visual analysis skills for adults with no prior experience. Keywords Baseline-treatment graphs . Computer-based training . Visual analysisThe field of applied behavior analysis (ABA) relies heavily on single-subject research designs, and the primary method of data analysis is visual analysis (Baer, 1977). Visual analysis is based on examining graphed data to reach a decision about the consistency and reliability of intervention effects (Baer, 1977;Cooper, Heron, & Heward, 2007). This method of analysis depicts intervention effects powerful enough to produce clinically, socially, and educationally meaningful results (Baer, 1977;Parsonson & Baer, 1992). Specifically, Parsonson and Baer (1992) indicate that visual analysis of graphs is based on the inspection of data paths, estimation of the stability of the data, and direction of the data-path changes, within and between conditions over time. The visual analysis properties that are systematically examined are changes in level, trend, and variability (Cooper et al., 2007;Parsonson, 1999). Collectively, these visual analysis properties determine overall treatment effect (Cooper et al., 2007).Visual analysis and interpretation of single-subject designs are vital skills for staff and critical to the successful evaluation of interventions based on the principles of ABA (Fisher, Kelley, & Lomas, 2003). Although visual analysis of data is a cornerstone of ABA, previous literature has demonstrated low agreement across raters when visually analyzing graphed data presented in single-subject designs (e.g., Wolfe, Seaman, & Drasgow, 2016). Wolfe et al. (2016) evaluated visual analysis agreement of 52 behavior-analytic exp...

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Effects of computer‐based training on procedural modifications to standard functional analyses

Cited by 15 publications

References 26 publications

A review of the literature on staff training strategies that minimize trainer involvement

A review of the literature on staff training strategies that minimize trainer involvement

Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures

Evaluation of Computer-Based Training to Teach Adults Visual Analysis Skills of Baseline-Treatment Graphs

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