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.

About the Presenter

Johanna Staubitz

Johanna (Joey) Staubitz completed her doctoral studies in special education at Peabody College of Vanderbilt University in 2017 and has since worked as a clinical faculty member in Vanderbilt’s top-ranked Department of Special Education. She currently directs Vanderbilt’s applied behavior analysis master’s degree program and was recently appointed to the rank of assistant professor of the practice of applied behavior analysis. Before her time in higher education, Joey practiced as a classroom teacher and district behavior analyst. In both roles, she had firsthand encounters with the importance and challenge of providing individualized, integrated supports for academic learning and behavior. These observations not only initially drove Joey to pursue doctoral training, but also continue to motivate Joey’s research, training, and teaching endeavors. Her collective efforts are dedicated to developing, adapting, evaluating, and disseminating procedures that are effective, practical, and safe for adoption in schools, to improve the possibility high-quality behavioral services are embedded into the free and appropriate public education to which all children are entitled.