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

Abstract

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...

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

“…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).…”

“…For example, applicants are expected to be familiar with derived stimulus relations, suggesting that future researchers might train staff to design and implement equivalence-based instruction. Although multiple experiments taught participants to visually or analyze or create graphs (e.g., O'Grady et al, 2018;Tyner & Fienup, 2016), no experiments focused specifically on training data collection or measurement procedures, which is an important skill for behavior analytic practitioners.…”

“…For example, applicants are expected to be familiar with derived stimulus relations, suggesting that future researchers might train staff to design and implement equivalence‐based instruction. Although multiple experiments taught participants to visually or analyze or create graphs (e.g., O'Grady et al, 2018; Tyner & Fienup, 2016), no experiments focused specifically on training data collection or measurement procedures, which is an important skill for behavior analytic practitioners. Although personnel supervision and management skill are also included on the fifth Edition Task List, only one experiment (Shuler & Carroll, 2019) taught a skill related to managing staff by training participants to deliver performance feedback.…”

Towards a Modern-Day Teaching Machine: The Synthesis of Programmed Instruction and Online Education

“…Keller pioneered programmed instruction through the use of “test forms” that sequentially tested the material through self-paced time allotment, a criterion for mastery to move on to advanced “test forms,” lectures as “demonstrations” rather than “sources of critical information,” and proctors producing immediate feedback with a “personal-social aspect of the educational process” (Keller, 1968 , p. 83). O’Grady, Reeve, Reeve, Vladescu, and Lake ( 2018 ) designed an automated protocol for teaching college students the visual analysis of single-subject designs. This program consisted of four module packets, similar to Keller’s test forms, that sequentially taught the course material.…”

Comparing computer‐based training and lecture formats to teach visual analysis of baseline‐treatment graphs

“…O'Grady, Reeve, Reeve, Vladescu, and Lake (2018) extended the work of Lake et al (2018) and Wolfe and Slocum (2015). O'Grady et al (2018) modified Lake et al’s (2018) job‐aid into an interactive CBT that taught three visual analysis properties (i.e., variability, level, and trend) successively and assessed and/or taught overall behavior change across AB graphs. The content for the training was based on chapters of a textbook that described visual analysis of SSDs (i.e., Cooper et al, 2007) and the lecture and job‐aid of Lake et al (2018).…”