Using Behavioral Skills Training with Video Modeling to Improve Future Behavior Analysts’ Graphing Skills
Genre
Thesis/DissertationDate
2020Author
Wallave, Geena DesireeAdvisor
Fisher, Amanda GuldDepartment
Applied Behavioral AnalysisSubject
Behavioral SciencesSpecial Education
Behavior Analysts
Behavioral Skills Training
Graphing
Microsoft Excel™
Single-subject Design
Video Modeling
Permanent link to this record
http://hdl.handle.net/20.500.12613/357Metadata
Show full item recordDOI
http://dx.doi.org/10.34944/dspace/341Abstract
Individuals who train to become behavior analysts should be able to organize, create, and display data accurately in order to make a data-based decision about the interventions being used for his or her clients. Behavior analysts most commonly use the visual analysis of the data to continuously evaluate the relationship between the intervention and the target behavior being measured. A multiple probe design across behaviors (i.e., Reversal Design, Alternating treatments and Multiple baseline design) was used to evaluate the effects of behavioral skills training (BST) with video modeling on three potential behavior analysts’ single-subject design graphing skills in Microsoft Excel™. Behavioral skills training is a training package made up of multiple components, but for the purpose of this study BST included: rehearsal, video modeling w/ instructions, and feedback. The three participants were taught remotely via Zoom how to accurately complete the steps in the graph creation process for a reversal design, alternating treatments design, and a multiple baseline design. Results indicate that BST with video modeling was an effective and efficient intervention to increase the accuracy of three potential behavior analysts’ single-subject design graphing skills on Microsoft Excel™.ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.eduCollections
Related items
Showing items related by title, author, creator and subject.
-
Training Direct Care Employees in Active EngagementActive engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees.
-
The Effect of Parent Implemented Interventions for Autism on Parent Ratings of Maladaptive BehaviorThis study investigated the relationship between parent implemented interventions for Autism and ratings of maladaptive behavior over a 6 month period of time. Participants were children between the ages of two and six years diagnosed with Autism and their primary care providers. Repeated measures ANOVAs and visual analysis of graphically represented mean scores were used to examine the differences between the parent reported ratings of maladaptive behaviors across two treatment groups consisting of an ABA/Verbal Behavior (ABA/VB) intervention model, a Relationship Development Intervention (RDI) model, and a control or treatment as usual (TAU) group across a 6 month enrollment period. Results indicated a lack of statistically significant findings however substantial effect sizes and changes in mean scoring indicating meaningful differences across groups and over assessment periods was found. Overall, treatment groups were found to have greater reductions in maladaptive behaviors versus the treatment as usual group. Implications, limitations, and directions for future research are discussed.
-
AN EVALUATION OF A LAG SCHEDULE OF REINFORCEMENT AND PROGRESSIVE TIME DELAY ON VOCAL MAND VARIABILITYIndividuals with autism spectrum disorder (ASD) may mand repetitively for preferred items using the same mand topography, unless the environment is arranged to promote mand variability. For example, an individual with ASD may request access to songs played on the radio by repeating the word “dance” only. Previous research suggests that lag schedules of reinforcement can increase variability of vocal mands displayed by individuals with ASD. The current study evaluated the effects of a lag schedule of reinforcement and progressive time delay (TD) on the vocal mands by a 27-year old male, 28-year old female, and a 26-year old female. The evaluation included a multiple baseline across behaviors with embedded reversal design. A mand topography invariance assessment (MTIA) was conducted with each participant to identify new and existing vocal mand topographies. Two conditions were used to assess variable responding when variability was (Lag 1 + TD) and was not (Lag 0) required to produce reinforcement. During Lag 0, reinforcement was contingent on instances of independent manding (of any topography). During Lag 1 +TD, reinforcement was contingent on instances of independent variant and prompted variant responses (i.e., a mand topography had to be different from the mand topography that occurred independently in the preceding trial). A progressive TD was used to transfer stimulus control from an echoic prompt to naturally occurring contingencies. Results indicated that a Lag 1 schedule of reinforcement with progressive TD resulted in acquisition of novel vocal mand topographies for all participants, with varying effects on rates of independent variant mands.
