Using Computer-Based Instruction to Teach Implementation of Discrete Trial Instruction: A Replication and Extension.

Evidence-based procedures, such as computer-based instruction, have been used to train staff to implement behavioral technologies with high treatment integrity. The purpose of the present study was to address the gaps in Romer et al. (2021) by assessing the same computer-based instruction module to train relevant staff to implement discrete trial instruction. Results suggest computer-based instruction is effective, efficient, and a socially valid procedure to use to teach relevant staff to implement discrete trial instruction. Supplementary Information: The online version contains supplementary material available at 10.1007/s40617-022-00731-7.

Using computer-based instruction to teach implementation of behavioral skills training.

Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of behavioral technologies; however, research has found a lack of implementation of BST across human service settings due to a shortage of organizational time and resources. The purpose of the present study was first to demonstrate the effectiveness of computer-based instruction (CBI) in teaching BST, and then to demonstrate that the CBI module was effective in training trainers to implement BST with trainees. Results of the present experiment not only demonstrate the effectiveness of CBI in teaching BST, but also demonstrate the generality of the BST to teach behavior therapists.

The influence of observations and ratings on implementation of discrete trial instruction.

Children diagnosed with autism spectrum disorder are often taught using discrete trial instruction. Because of low trainer-to-staff ratios commonly found in human service settings, research is needed to find an efficient method to train staff to implement discrete trial instruction with little to no in-vivo training by a qualified trainer. One such technique is observing and rating the behavior of another individual. The resulting improvement in the observer's own behavior is referred to as the observer effect. The purpose of the present study was to assess the effects of conducting behavioral observations and ratings on staff implementation of discrete trial instruction. Staff trainees viewed videos of the implementation of each step, rated the accuracy of implementation, and conducted the procedure with a confederate consumer. The procedure was effective, and the effects extended to novel skills.

Comparing Skill Acquisition Under Different Stimulus Set Sizes With Adolescents With Autism Spectrum Disorder: A Replication.

A number of variables may influence the effectiveness and efficiency of skill acquisition. One variable that may be important is set size. The current study replicated and extended Kodak et al. (2020, "A Comparison of Stimulus Set Size on Tact Training for Children With Autism Spectrum Disorder," Journal of Applied Behavior Analysis, 53(1), 265-283) by evaluating the stimulus set size that led to the most efficient skill acquisition for 2 adolescents with autism spectrum disorder. More specifically, we evaluated tact acquisition in stimulus set sizes of 3, 6, and 12. The set sizes of 3 and 6 stimuli were associated with the most efficient acquisition, whereas the set size of 12 stimuli was not.

Reinforcer Choice as an Antecedent Versus Consequence During Skill Acquisition.

Providing a choice of reinforcers is a commonly used strategy with children with autism spectrum disorder; however, less is known about the differential effectiveness and efficiency of providing choices before or after responding during acquisition tasks. Therefore, we evaluated reinforcer choice using untaught targets prior to and following responding. Results showed faster acquisition of targets in the consequence condition for 2 of 3 participants. These data provide preliminary support that providing choice prior to responding may not result in the most efficient acquisition for some individuals.

Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis.

The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill. Three children diagnosed with autism spectrum disorder who have a history of receiving intervention based on the principles of applied behavior analysis participated in this study. The immediate onset of differential reinforcement resulted in the most efficient instruction in 6 of 7 comparisons. The results are discussed in light of previous studies and suggestions for future research are provided.