Using a self-guided training package to teach implementation of functional analysis conditions

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2020

First Committee Member

Karsina, Allen

Second Committee Member

Sassi, Jessica

Third Committee Member

Thompson, Rachel

Abstract

"Research has shown that function-based treatments can effectively treat challenging behavior (Heyvaert et al., 2014; Pelios et al., 1999). Therefore, conducting functional assessments and experimental analyses is a critical skill of clinicians and an important skill to train to all aspiring clinicians (see Section I of the Behavior Analyst Certification Board’s Fourth Edition Task List, 2012). In this study, we evaluated the efficacy of a self-guided training in training staff to implement functional analysis conditions (Iwata et al., 1994). Participants included 9 direct-care staff employed at a residential school for individuals with autism and other developmental delays. Accuracy on implementing the functional analysis conditions was evaluated during baseline sessions and post-training sessions with the experimenter playing the role of the student. The self-guided study package consisted of a PowerPoint® package with 4 brief functional analysis video examples, embedded pop quizzes, and slides with voice over. The video examples demonstrated attention, demand, play and alone conditions. For the purpose of this study, the alone condition was not tested as it involves minimal therapist interactions. A non-concurrent multiple baseline across participants design was used. Number of baseline sessions were predetermined for a minimum number of sessions, visual inspection was then utilized to determine if baseline sessions should be extended. Results indicate that the self-guided training package was effective, but verbal performance feedback was required for some participants to meet mastery criteria (at least 90% average accuracy across all 3 conditions). These results contribute to previous research which supports the use of video training and enhanced instruction in training non-specialist staff to implement functional analysis."

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