Comparing the effectiveness and efficiency of vocal and textual feedback using preferred stimuli in behavioral skills training

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2022

First Committee Member

Johnson, Cammarie

Second Committee Member

Roscoe, Eileen

Third Committee Member

Henley, Amy

Abstract

"Extensive research demonstrates that behavioral skills training (BST) is effective in training a wide range of skills, including training parents to implement behavior analytic teaching methods. In our review of the literature, the feedback component of BST was often not technologically described. A technological definition of feedback would include when and where it is delivered, what is delivered, how and by whom it is delivered, and how many feedback statements are given, with specific examples of the feedback given. The purpose of the current study was to compare the effectiveness and efficiency of preferred vocal and textual feedback in behavioral skills training delivered via a video conference application. An alternating treatment, nonconcurrent multiple baseline design across 2 parents of children with autism was used to teach two craft activities. A secondary goal of this study was to serve as a technological application and description of feedback. Results did not suggest that one feedback condition was more effective or efficient than the other. A post-study, social validity survey indicated that parents valued the training and were confident in their ability to perform the activities they learned."

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