Using Computer-Based Instruction to Train Staff on Complex Behavior Intervention Procedures

Using Computer-Based Instruction to Train Staff on Complex Behavior Intervention Procedures

Mastery of a simple procedure can be achieved relatively quickly using behavioral skills training (BST; Sarokoff & Sturmey, 2004). However, training individuals to implement more complex interventions, such as function-based intervention packages, presents a greater challenge (Gerencser et al., 2020). One alternative to BST is using asynchronous computer-based instruction (CBI). Asynchronous CBI can produce comparable results to live BST but has several practical advantages, including independence from a live trainer and on-demand accessibility (Geiger et al., 2018).

We will begin this presentation with a brief overview of the methods and outcomes of a series of studies evaluating the effects of CBI on the treatment integrity of behavioral service providers implementing skill-based treatment (Hanley et al., 2014). Then, we will shift the focus of the discussion to practical implications of CBI research for those who train personnel to implement complex behavior interventions.

We will address (a) various types of opportunities to respond that can be programmed in CBI and other training modalities, (b) participant characteristics that may predict responsiveness to CBI, and (c) selection and impact of mastery criteria on training duration and perceived efficacy. Attendees will leave the presentation better equipped to identify and adopt training programs that are most likely to impact treatment integrity.

Participants will be able to…

  1. Describe similarities and differences in the critical features of behavioral skills training versus computer-based instruction, and identify advantages and disadvantages of each approach.
  2. Describe participant characteristics that may (a) increase the likelihood CBI will improve skill-based treatment integrity or (b) indicate additional training or a change in training approach is necessary.
  3. Make predictions, based on the types of opportunities for active responding programmed, about the effectiveness of a given CBI for developing treatment integrity.

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