ERIC Number: EJ1431378
Record Type: Journal
Publication Date: 2021-Dec
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-263X
EISSN: EISSN-1573-3580
Use of an Online Training with Virtual Role Play to Teach Preference Assessment Implementation
Summer Bottini; Jennifer Gillis
Journal of Developmental and Physical Disabilities, v33 n6 p931-945 2021
Identification of reinforcers is critical to the effectiveness of behavioral interventions. Stimulus preference assessments (SPA) are a frequently used method to identify putative reinforcers. Given the fluctuating nature of individual preferences, there is need for efficient training of providers that may regularly implement SPAs. The present study evaluated the utility of a web-delivered training with virtual role play to train SPA implementation. This study builds upon previous literature by utilizing a larger sample and incorporating role-play, a component often omitted from other efficient methods of training. Study 1 trained 40 undergraduate students to implement an SPA via web or in vivo. Results suggest both trainings were equivalently effective, and the web-delivered training reduced trainer time by approximately 25 min. Live role-play and feedback was still necessary with web-delivered training, consistent with suggestions that rehearsal and feedback is a vital component of training. Results also suggest web-delivered training may identify areas of weakness following training. A follow-up clinical pilot showed that the web-delivered training was also effective at training eight novice providers to competently implement the SPA with children with ASD in a special education school. This study demonstrates that web-delivered training with virtual role-play is likely another efficient training method for implementation of behavioral procedures.
Descriptors: Reinforcement, Behavior Modification, Preferences, Training, Evaluation Methods, Program Effectiveness, Online Courses, Role Playing, Computer Simulation, Undergraduate Students, Feedback (Response), Active Learning, Students with Disabilities, Autism Spectrum Disorders, Special Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A