The Effects of Standard and Enhanced Data Sheets and Brief Video Training on Implementation of Conditional Discrimination Training

Comparison of Enhanced and Standard Data Sheets on Treatment Fidelity and Data Collection for Tact Training

Specifically designed data sheets have been recommended to assist with the fidelity of implementation of treatment procedures. The present study extended previous research (e.g., Bottini et al. Behavior Analysis: Research & Practice 21(2), 140-152, 2021; LeBlanc et al. Behavior Analysis in Practice 13(1), 53-62, 2020) by comparing an enhanced data sheet (i.e., the inclusion of randomized targets, prompts for treatment components of securing attending and reinforcement) to a standard data sheet (i.e., targets not preset, no prompts for treatment components) on the fidelity of tact training of features. Ten behavior therapists participated in each condition (n = 20). Participants first watched a brief instructional video explaining the teaching procedure and their assigned data sheet, followed by conducting a treatment session with a confederate serving as a child with autism spectrum disorder. The enhanced data sheet resulted in higher fidelity on multiple variables including randomizing of targets and data collection.

Training individuals to implement discrete-trial teaching procedures using behavioral skills training: A scoping review with implications for practice and research

Behavioral skills training (BST) is an evidence-based approach for training individuals to implement discrete-trial teaching procedures. Despite the effectiveness of this approach, implementing BST can be time and resource intensive, which may interfere with a clinical organization's adoption of this training format. We conducted a scoping review of studies using BST components for training discrete-trial teaching procedures in peer-reviewed articles between 1977 and 2021. We identified 51 studies in 46 publications involving 354 participants. We coded descriptive data on (a) participant characteristics, (b) study characteristics, (c) training conditions (including instructions, modeling, rehearsal, and feedback), and (d) training outcomes. The results indicated that studies have primarily attempted to improve the efficacy and efficiency of BST by modifying or omitting common training components. We provide best-practice considerations for using BST to teach discrete-trial teaching procedures and offer a research agenda to guide future investigation in this area.

Prediction of Response Patterns during Conditional Discrimination Training across Data Recording Methods

The effectiveness of an intervention is tied to the degree to which a program is implemented as described and the behavior analyst's ability to individualize the program based on client-specific factors. LeBlanc et al. (2020) found that training clinicians to use enhanced data sheets, which represent both the antecedent and response, resulted in greater procedural integrity when compared to standard data sheets. Additional benefits of enhanced data collection systems include the representation of potential error patterns, which may be used to modify the intervention program. The current study compared naïve participants' accuracy in predicting a client's performance when represented on standard and enhanced data sheets. Participants consistently identified error patterns on enhanced data sheets; however, performance did not differ across data collection methods when accurate responding or unpredictable controlling relations were shown. These findings suggest that enhanced measurement may facilitate the identification of error patterns during instruction for behavior analysts.

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.

Comparison of sounds and words as sample stimuli for discrimination training

A portion of children diagnosed with autism spectrum disorder (ASD) have difficulty acquiring conditional discrimination. However, previous researchers suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009; Uwer, et al., 2002). For example, a child may learn to touch a picture of a piano after hearing the musical instrument more quickly than when the auditory stimulus is the spoken word "piano." The purpose of the present study was to extend previous research by assessing the acquisition of conditional discriminations with sample stimuli presented as either automated spoken words or high- and low-disparity nonverbal auditory stimuli (i.e., environmental sounds). Conditional discriminations with high-disparity environmental sounds as sample stimuli were acquired rather than or more efficiently than those trained with low-disparity environmental sounds and words as sample stimuli.

A Tutorial for the Design and Use of Assessment-Based Instruction in Practice

Assessment-based instruction can increase the efficacy and efficiency of skill acquisition by using learner data to select an intervention procedure from a comparison of potential interventions. Although there are many published examples of assessments that guide the selection of skill-acquisition procedures, there are limited resources available to practitioners to guide the development of assessments for use in practice. This article describes a sequence of steps that Board Certified Behavior Analysts can follow to design and use assessment-based instruction in practice. These steps include (a) pick a topic to evaluate, (b) identify interventions to include in the assessment, (c) identify target behavior, (d) select an experimental design, (e) select a skill and targets, (f) equate noncritical procedures across conditions, (g) design templates for data collection, (h) conduct the assessment, and (i) use assessment results to guide practice. Included in these steps are examples and materials for how to conduct components of assessment-based instruction.

Stimulus Control Research and Practice: Considerations of Stimulus Disparity and Salience for Discrimination Training

Stimulus control plays a prominent role in behavior-analytic service delivery, as many discrimination skills are necessary for daily interactions. Clarification and standardization of terminology are necessary for the advancement of research and practice on stimulus control. The purpose of the present article is to provide an overview of stimulus control and discrimination training as they relate to the disparity and salience of stimuli. An overview and examples of stimulus disparity and stimulus salience are provided, followed by recommendations for efficacious service delivery.