Field testing of the discrete-trials teaching evaluation form

Jeanson, Brigitte; Thiessen, Carly; Thomson, Kendra; Vermeulen, Rhiannon; Martin, Garry L.; Yu, C. T.

doi:10.1016/j.rasd.2010.01.010

Cited by 12 publications

(5 citation statements)

References 7 publications

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“…DTI measurement tool. A DTI measurement tool was created by combining information from an established DTI evaluation form with high interobserver agreement and social validity (Jeanson et al, 2010) and a review of studies that measured treatment fidelity of DTI (Thomson et al, 2009). We recruited two boardcertified behavior analysts and obtained verbal agreement that all critical components of a discrete trial were represented.…”

Section: Setting and Materialsmentioning

confidence: 99%

An evaluation of interactive computer training to teach instructors to implement discrete trials with children with autism

Pollard

Higbee

Akers

et al. 2014

J of App Behav Analysis

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Discrete-trial instruction (DTI) is a teaching strategy that is often incorporated into early intensive behavioral interventions for children with autism. Researchers have investigated time- and cost-effective methods to train staff to implement DTI, including self-instruction manuals, video modeling, and interactive computer training (ICT). ICT combines the best components of self-instruction manuals and video models, and have the same benefits; however, there is limited research on this training method. Therefore, the purpose of this study was to investigate ICT to teach university students to implement DTI with children with autism. All participants' teaching fidelity increased during both role-plays with an adult and instructional sessions with a child with autism. In addition, participants demonstrated an increase in teaching fidelity with untrained instructional programs. All participants were able to complete training in an average of 2 hr, and social validity ratings were high.

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Section: Setting and Materialsmentioning

confidence: 99%

An evaluation of interactive computer training to teach instructors to implement discrete trials with children with autism

Pollard

Higbee

Akers

et al. 2014

J of App Behav Analysis

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“…At least two observers recorded the tutors' correct and incorrect DTT behaviors using the DTTEF ; see Figure 1). The DTTEF is a 21- shown to have high face validity, high inter-observer reliability, significant discriminant validity and high convergent validity for live and videotaped scoring (Babel, Martin, Fazzio, Arnal, & Thomson, 2008;Jeanson et al, 2010). Each observer recorded tutors' correct and incorrect behavior on the DTTEF for 12 trials per task for three tasks in all phases of the study.…”

Section: Target Behaviors and Data Collectionmentioning

confidence: 99%

Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism

Thomson

Martin

Fazzio

et al. 2012

Research in Autism Spectrum Disorders

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A widely used instructional method for teaching children with autism is Applied Behaviour Analysis (ABA), and a main component of ABA programming is discretetrials teaching (DTT). DTT is made up of a series of brief teaching trials, with each trial including an antecedent (e.g., an instruction from the teacher), a response from the child, and an immediate consequence (e.g., a reinforcer provided for a correct response). Using a modified multiple-baseline design across participants, Experiment 1 assessed the effectiveness of a DTT self-instructional package for teaching 4 pairs of newly-hired ABA tutors how to apply 21 components of DTT to teach 3 tasks to a confederate role-playing a child with autism. In Experiment 2, a group of 8 additional tutors were each independently presented with the same procedure. In both experiments, in Phase 1(baseline), tutors attempted to teach the 3 tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and once again attempted to teach the same 3 tasks to the confederate. Phase 3 was a within-subject AB design component. That is, if tutors did not meet a DTT mastery criterion of 80% after studying the manual in Phase 2, then they watched a brief video demonstration of a DTT expert teaching a task to a child role-playing a child with autism (Fazzio, 2007), and then once again attempted to teach the 3 tasks to the confederate. Across both experiments: a) The 16 tutors averaged 4.6 hours to master the self-instructional manual, and showed an average improvement in DTT accuracy of 32.2% from baseline; b) For the 13 tutors who did not meet the mastery criterion after reading the manual, their average DTT performance improved an additional 12% after watching the video; c) 13 of the 16 participants met mastery (3 after the manual and 10 after the manual plus video), and the other 3 tutors were very close to mastery. The results suggest that the training package is

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“…Data collection based on direct behavior observations is a fundamental part of ABAbased interventions (Baer, Wolf, & Risley, 1968;Cooper et al, 2020;Johnston & Pennypacker, 2009). Details of data collection procedures differ between studies (Arnal et al, 2007;Babel, Martin, Fazzio, Arnal, & Thomson, 2008;Jeanson et al, 2010). However, continuous data recording is preferred (Taubman, Leaf, McEachin, Papovich, & Leaf, 2013) and should be based on evaluation criteria for the quality of service delivery (Langh, Cauvet, Hammar, & Bolte, 2017).…”

Section: The Practice Of Behavior Analytic Interventionsmentioning

confidence: 99%

“…Continuous data are a preferred recording method (Taubman et al, 2013) and used in evaluating the quality of service delivery (Langh et al, 2017). This was often reflected in the procedural integrity of implementations (Babel et al, 2008; Jeanson et al, 2010). Evidence shows that interventions carried out in English are more effective with native English-speakers than with non-native speakers who migrated to an English-speaking country, for example, the United States.…”

Section: The Practice Of Behavior Analytic Interventionsmentioning

confidence: 99%

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

Liao

Dillenburger

2021

Autism

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This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three professionals. Results found: (1) a lack of autism support and applied behavior analysis-related services in both countries; (2) applied behavior analysis-based intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular applied behavior analysis-based intervention, discrete trial teaching, was similar and increased with ongoing training. Professional and parental experiences were discussed in the context of policy and educational involvement. This study illustrates the need to support children with autism and to consider regional adaptations of evidence-based practice of behavior analysis for the affected population. Lay abstract The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population.

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Field testing of the discrete-trials teaching evaluation form

Cited by 12 publications

References 7 publications

An evaluation of interactive computer training to teach instructors to implement discrete trials with children with autism

An evaluation of interactive computer training to teach instructors to implement discrete trials with children with autism

Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

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