The effects of different mastery criteria on the skill maintenance of children with developmental disabilities

Richling, Sarah M.; Williams, W. Larry; Carr, James E.

doi:10.1002/jaba.580

Cited by 50 publications

(85 citation statements)

References 16 publications

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“…The high levels of eye contact we observed during follow-up assessments after using the modified criteria with Logan and Natalie warrant some discussion. Richling et al (2017) evaluated response maintenance for academic tasks that children with ASD acquired using mastery criteria involving three consecutive sessions at (a) 60% or higher correct responding, (b) 80% or higher correct responding, and (c) 100% correct responding. Richling et al found that response maintenance for (a) and (b) were comparably low.…”

Section: Discussionmentioning

confidence: 99%

“…For one participant, they used three consecutive sessions at 80% or higher as the mastery level and for the other they used five of seven sessions at 70% or higher as the mastery level. Because there is limited empirical support for specific mastery criteria (e.g., Fuller & Fienup, 2017; Richling, Williams, & Carr, 2017), we evaluated the extent to which relaxing the criteria for some participants (i.e., those who displayed variable responding) affected their performance during follow-up assessments.…”

Section: General Methodsmentioning

confidence: 99%

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Further Evaluation of a Practitioner Model for Increasing Eye Contact in Children With Autism

et al. 2018

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Cook et al. recently described a progressive model for teaching children with autism spectrum disorder (ASD) to provide eye contact with an instructor following a name call. The model included the following phases: contingent praise only, contingent edibles plus praise, stimulus prompts plus contingent edibles and praise, contingent video and praise, schedule thinning, generalization assessments, and maintenance evaluations. In the present study, we evaluated the extent to which modifications to the model were needed to train 15 children with ASD to engage in eye contact. Results show that 11 of 15 participants acquired eye contact with the progressive model; however, eight participants required one or more procedural modifications to the model to acquire eye contact. In addition, the four participants who did not acquire eye contact received one or more modifications. Results also show that participants who acquired eye contact with or without modifications continued to display high levels of the behavior during follow-up probes. We discuss directions for future research with and limitations of this progressive model.

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Section: Discussionmentioning

confidence: 99%

Section: General Methodsmentioning

confidence: 99%

Further Evaluation of a Practitioner Model for Increasing Eye Contact in Children With Autism

et al. 2018

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“…Objective statements were defined as those derived from observation rather than from inferences or opinions (Luna & Rapp, 2019). The mastery criterion was 100% of the components scored as correct for three consecutive probes during the intervention condition (Fuller & Fienup, 2018; Richling et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Effective remote staff training of objective session notes

Piazza

Leaf

Lanier

2020

J of App Behav Analysis

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Session notes are a required component of documenting behavior analytic sessions. The direct training of writing objective session notes is important to the success of direct line staff completing adequate documentation and meeting requirements set forth by agencies, certification boards, and insurance funders. However, in‐person training is not always immediately available due to contextual restrictions. This study evaluated the effectiveness of implementing the teaching interaction procedure when training staff remotely to objectively document client progress within session notes. Three Registered Behavior Technicians™ (RBT®s) were trained via telehealth to complete session notes objectively. Results showed that all 3 participants met the mastery criterion during probes measuring the objective documentation of home‐based behavior analytic sessions. These findings suggest that a training package, such as the teaching interaction procedure, can be effectively implemented remotely when conducting staff training.

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“…Additional factors for practitioners to consider in designing skill acquisition protocols are (a) a low mastery criterion (Fuller & Fienup, 2018; Richling et al, 2019) that may make it more likely that faulty stimulus control is undetected because responding under control of a noncritical feature could be considered a correct response most of the time, (b) carefully designed generalization tests to confirm the intended stimulus control, avoiding a false claim of mastery, and (c) an analysis of noncritical features when there is a failure in generalization, as these apparent failures may actually be responding under control of a noncritical feature that was consistently present during training (e.g., Rincover & Koegel, 1975).…”

Section: Discussionmentioning

confidence: 99%

The influence of correlations between noncritical features and reinforcement on stimulus generalization

Song

Vladescu

Reeve

et al. 2020

J of App Behav Analysis

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One strategy to program for generalization is to vary noncritical features in teaching exemplars, thereby avoiding noncritical features from being highly correlated with reinforcement and thus gaining faulty stimulus control. In the current translational evaluation, 2 groups of adults of typical development were taught to respond to arbitrary stimuli with experimenter‐defined critical and noncritical features in a matching‐to‐sample task. The teaching arrangement used for 1 group programmed for low correlation between noncritical features and reinforcement; the teaching arrangement used for the other group programmed for high correlation between noncritical features and reinforcement. Participants in the former group displayed (a) faster acquisition of matching, (b) less variability in correct responding, and (c) a decreased likelihood of faulty stimulus control developing during training. The results contribute towards advancing the study of stimulus control and developing an explicit technology of generalization to better serve consumers of the application of our science.

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The effects of different mastery criteria on the skill maintenance of children with developmental disabilities

Cited by 50 publications

References 16 publications

Further Evaluation of a Practitioner Model for Increasing Eye Contact in Children With Autism

Further Evaluation of a Practitioner Model for Increasing Eye Contact in Children With Autism

Effective remote staff training of objective session notes

The influence of correlations between noncritical features and reinforcement on stimulus generalization

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