Training staff to implement discrete trial instruction procedures using Train-to-Code???

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2021

First Committee Member

Karsina, Allen

Second Committee Member

Henley, Amy

Third Committee Member

Johnson, Cammarie

Abstract

"Training staff to conduct educational and behavior analytic procedures can be time-consuming and costly. Train-to-Code® (TTC®) is a computer program designed to train users to label correct and incorrect target performances in video samples. We conducted 2 studies evaluating the effectiveness of TTC® in training participants to conduct discrete trial instruction (DTI). In Study 1, four daycare employees at a school for children with autism and developmental disabilities were trained to implement DTI using TTC® programmed with videos displaying correct and incorrect performances of DTI with an auditory sample, visual comparisons, and a 2-s delay to gestural prompting. Following TTC® training, all four participants displayed increased accuracy implementing DTI over pretraining levels and two participants met mastery criteria (80% accuracy across two role-play sessions). Study 2 was conducted with two college interns. During pretraining, participants were given a digital data sheet and a curriculum sheet and asked to perform DTI procedures with an experimenter playing the role of the learner across four common DTI procedures: (a) baseline for audio-to-visual DTI (AV-BSL), (b) audio-to-visual with a 0-s delay to a gestural prompt (AV-0s), (c) audio-to-visual with a 2-s delay to a gestural prompt (AV-2s), and (d) visual-to-visual with a 2-s delay to a gestural prompt (VV-2s). Participants were given instructions on how to download and sign into the TTC® software and given up to a week to complete the training. The training videos in Study 2 were redesigned and included examples of AV-BSL, AV-0s, AV-2s, and VV-2s DTI procedures. In post-training sessions one participant met mastery criteria for three of the four DTI procedures and the remaining participant did not meet mastery criteria for any of the DTI procedures."

This document is available upon request to Western New England University faculty, students, and staff. Please contact D'Amour Library at dref@wne.edu for access.

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