Effects of a General Video Model on Staff Implementation of Forward Chaining Procedures

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

Summer 2024

First Committee Member

Dickson, Chata A.

Second Committee Member

Peck, Sara

Abstract

Before direct care staff work directly with individuals with high support needs, they must go through training; however, often there are not always enough resources (trainers or time) to train new staff to mastery before they start working with clients. The purpose of this study was to evaluate if video training would be a helpful tool that could mitigate some of the resource concerns in training new staff. More specifically, this study looked into using General Video Training (GVT; training video shows examples of a different task than the task used in roleplays) to train staff to implement forward chaining procedures with fidelity. A multiple baseline design across two staff was used to evaluate GVT. The task in the training video was an arbitrary LEGO® task and the role plays were teaching towel folding to a confederate client using forward chaining procedures. Both staff generalized the procedures used in the video teaching LEGO® construction to teaching towel folding in-vivo to the confederate client and a different task to an actual client from their Individualized Educational Program. These findings suggests that GVT can be a successful training procedure that may be considered as an isolated intervention or as part of a training package in teaching staff to implement teaching procedures with fidelity.

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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