Using antecedent strategies to teach implementation of the brief response restriction preference assessment

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2018

First Committee Member

Karsina, Allen

Second Committee Member

Thompson, Rachel

Third Committee Member

Bancroft, Stacie

Abstract

"Previous research has shown that enhanced written instructions (Graff & Karsten, 2012; Shapiro, Kazemi, Pogosjana, Rios, & Mendoza, 2016) and video training (Deliperi, Vladescu, Reeve, Reeve, & DeBar, 2015; Lavie & Sturmey, 2002; Weldy, Rapp, & Capocasa, 2014) can be used to train staff to conduct paired-stimulus (PS) and multiple-stimulus-without-replacement (MSWO) preference assessments with little or no feedback on performance. In this study, we evaluated the efficacy of video training and enhanced instruction in training staff to conduct the brief response restriction (BRR) preference assessment (Kinsella, 2016). Participants included 8 direct-care staff employed at a residential school for individuals with autism and other development delays. Four participants were exposed to an interactive video training and 4 participants were exposed to an enhanced instruction packet with diagrams and step-by-step instructions on implementation of the BRR preference assessment using a multiple baseline across participants within each group. Following training, participants conducted the assessment with a confederate (i.e., the experimenter). Treatment extension was assessed with a student diagnosed with autism. Results indicate that both training techniques were effective, but written and/or verbal performance feedback was required for some participants. These results contribute to previous research which supports the use of video training and enhanced instruction in training non-specialist staff to implement preference assessments."

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