Teaching Discrete Trial Training

Serna, Richard W.; Foran, Michelle M.; Cooke, Caroline; Hurd, Kaitlyn E.; Tello, A.J. Verdú; Vangapalli, Rishi R.; Hamad, Charles D.

doi:10.1177/0162643416633334

Cited by 6 publications

(9 citation statements)

References 23 publications

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“…In sum, both BST and CBI have previously been demonstrated to be effective for training staff in many different skills, including the implementation of DTT (e.g., Pollard et al, 2014;Sarokoff & Sturmey, 2008;Serna et al, 2016;Ward-Horner & Sturmey, 2008). This study extended Nosik et al (2013) by offering an additional comparison of CBI to BST with an evaluation of the return on investment.…”

Section: Discussionmentioning

confidence: 85%

“…In addition, participants trained with BST reported feeling very competent to perform the task, whereas CBI-trained participants reported feeling somewhat competent. These studies and others (Higbee et al, 2016;Pollard et al, 2014;Serna et al, 2016) illustrate the utility of interactive CBI programs (e.g., video clips, instructions, quizzes) to train people to implement various components of DTT.…”

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confidence: 89%

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Live training versus e‐learning to teach implementation of listener response programs

Geiger

LeBlanc²,

Hubik³

et al. 2018

J of App Behav Analysis

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Discrete-trial teaching is an effective teaching procedure that must be implemented with high integrity to produce optimal learning. Behavioral Skills Training (BST) has proven effective for staff training; however, BST is time and labor intensive. Computer-based instruction (CBI) programs may provide a more efficient and cost-effective alternative to live training if the CBI program is as effective as BST in producing accurate implementation. The current study compared CBI to BST to train novice undergraduate students to conduct discrete-trial teaching. Participants were randomly assigned to one of the two conditions and assessed prior to and after the completion of training. Results indicated that although both BST and CBI were effective at training participants to implement discrete-trial teaching, BST was slightly but significantly more effective whereas CBI quickly created a return on the investment of product development.

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Section: Discussionmentioning

confidence: 85%

mentioning

confidence: 89%

Live training versus e‐learning to teach implementation of listener response programs

Geiger

LeBlanc²,

Hubik³

et al. 2018

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…There was an unclear risk of bias for the category of participant selection for 24 (56%) studies and high risk of bias for nine (21%) studies. In regard to blinding participants and personnel, only one study (Serna etal., 2016) explicitly stated that the participants were blind to the hypothesis during both the baseline and intervention phases, indicating a low risk of bias. For the category concerning procedural fidelity, 17 studies (40%) had a low risk of bias, and 24 studies (56%) had a high risk of bias, as they did not report procedural fidelity.…”

Section: Resultsmentioning

confidence: 99%

Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis

Fingerhut

Moeyaert

2022

Focus Autism Other Dev Disabl

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Discrete trial training is a popular teaching method for individuals with autism, but is not easily implemented with fidelity due to its complexity. This is the first meta-analysis of single-case experimental design studies to quantify the impact of behavioral skills training on individuals’ ability to implement discrete trials with fidelity. Furthermore, this meta-analysis examines the four training methods that make up behavioral skills training—feedback, instruction, modeling, and rehearsal—to determine the “active ingredients” of behavioral skills training. A total of 46 single-case experimental design studies are included in this meta-analysis. Hierarchical linear modeling, which has the ability to analyze clustered data, is the meta-analytic technique used to estimate the effectiveness of behavioral skills training across studies. Results show that behavioral skills training has a statistically significant positive effect on discrete trial training implementation fidelity; therefore, behavior skills training is recommended for discrete trial training implementation instruction.

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“…Participants have gained knowledge from online self-learning modules (Crall et al, 2010;Gagnon et al, 2015). Instructional video training for pediatric health care professionals (Cheng, Lang, Starr, Pusic, & Cook, 2014) and nurses (Serna et al, 2016), as well as citizen scientists (Crall et al, 2010;Gaddis, 2018) have increased their knowledge and procedural performance. Participants have been more ready to engage in self-directed learning after an online training experience (Gagnon et al, 2015).…”

Section: Use Of Technology For Learningmentioning

confidence: 99%

Faculty and Student Technology Use to Enhance Student Learning

Gaddis

2020

IRRODL

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Scholarly research has indicated that technology adoption to facilitate blended learning promotes the academic success of many different types of students and improves the quality of existing educational offerings. To understand how technology enhances learning, surveys queried the faculty and students of a statewide community college system. The results indicated widespread technology use among the faculty and students. The faculty survey revealed details of technology tools employed and the motivations for their use or discontinued use. Details regarding faculty use of learning management systems, textbooks, and other media characterized the current technology adoption climate. The student survey collected information about students’ perceptions of how technology influenced their learning, their preferences for specific technology tools, and their student progress. Ninety-three percent of student respondents indicated that technology enhanced their learning. Alignment between the faculty use and student preference for technology tools suggested that students are actively engaged in the technology resources used by faculty to enhance learning. Students described how technology facilitated multimodal learning. They also noted that technology increased communication, access, and inclusion in learning. Successful technology use and integration, accompanied by ongoing scholarly debate and monitoring, has the potential to provide more access, promote learning outcomes, and preserve the investment of technology for the institution. The surveys employed here, when used semi-annually, may provide a low-cost model for technology integration monitoring and evaluation. The responses to the surveys also have the potential to provide technology use and integration data that informs strategic planning processes and institutional learning outcome development.

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Teaching Discrete Trial Training

Cited by 6 publications

References 23 publications

Live training versus e‐learning to teach implementation of listener response programs

Live training versus e‐learning to teach implementation of listener response programs

Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis

Faculty and Student Technology Use to Enhance Student Learning

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