Using Behavioral Skills Training with Video Modeling to Improve Future Behavior Analysts’ Graphing Skills
AuthorWallave, Geena Desiree
AdvisorFisher, Amanda Guld
Committee memberTincani, Matt
Hantula, Donald A.
Hineline, Philip Neil
DepartmentApplied Behavioral Analysis
Behavioral Skills Training
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/357
MetadataShow full item record
AbstractIndividuals 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™.
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Teaching Mands for Information about Location by using “Where” and “Which” to Children with AutismHantula, Donald A. (Temple University. Libraries, 2020)Deficits in communication are one of the major features among individuals with Autism Spectrum Disorder (ASD), a difficulty that affects all aspects of language. The present study applied an intervention strategy previously applied by Somers et al. (2014) to teach children with ASD to mand for information about location by using the words “where” and “Which.” The study applied a multiple probes design across settings to evaluate the effectiveness of the intervention. The procedure was effective, and the participant acquired manding skills and was able to generalize these skills with novel items.
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