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A Review of Asynchronous Trainings for the Implementation of Behavior Analytic Assessments and Interventions

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Abstract

As the prevalence of autism spectrum disorder continues to rise, there is a growing demand for well-trained service providers to provide behavior analytic interventions. With this increased service need comes the necessity to develop new and efficient training methods as an alternative to traditional face-to-face training. This paper provides a review of research focusing on the use of asynchronous training methods to train service providers to implement interventions and strategies based on the principles of behavior analysis with individuals with developmental disabilities. Twenty-two studies were included and divided into five asynchronous training modalities: self-instructional manuals, self-instructional manual packages, video modeling, video modeling with voiceover instructions, and computer-based instructions. Clinical implications and future directions for research are proposed.

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References

References marked with an asterisk indicate studies included in the review.

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  3. *Catania, C. N., Almeida, D., Liu-Constant, B., & Digennaro Reed, F. D. (2009). Video modeling to train staff to implement discrete-trial instruction. Journal of Applied Behavior Analysis,42, 387–392. https://doi.org/10.1901/jaba.2009.42-387.

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  5. Fazzio, D., & Martin, G. L. (2006). Discrete-trials teaching with children with autism: A self-instructional manual (Unpublished manuscript).

  6. *Fazzio, D., Martin, G. L., Arnal, L., & Yu, C. T. (2009). Instructing university students to conduct discrete-trials teaching with children with autism. Research in Autism Spectrum Disorders,3, 57–66. https://doi.org/10.1016/j.rasd.2008.04.002.

  7. Fisher, W. W., Luczynski, K. C., Hood, S. A., Lesser, A. D., Machado, M. A., & Piazza, C. C. (2014). Preliminary findings of a randomized clinical trial of a virtual training program for applied behavior analysis technicians. Research in Autism Spectrum Disorder,8, 1044–1054. https://doi.org/10.1016/j.rasd.2014.05.002.

  8. *Graff, R. B., & Karsten, A. M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis,45, 69–82. https://doi.org/10.1901/jaba.2012.45-69.

  9. Granpeesheh, D., Tarbox, J., Dixon, D. R., Peters, C. A., Thompson, K., & Kenzer, A. (2010). Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis. Research in Autism Spectrum Disorders,4, 11–17. https://doi.org/10.1016/j.rasd.2009.07.004.

  10. *Higbee, T. S., Aporta, A. P., Resende, A., Nogueira, M., Goyos, C., & Pollard, J. S. (2016). Interactive computer training to teach discrete trial instruction to undergraduates and special educators in Brazil. Journal of Applied Behavior Analysis,49, 780–793. https://doi.org/10.1002/jaba.329.

  11. Homlitas, C., Rosales, R., & Candel, L. (2014). A further evaluation of behavioral skills training for implementation of the picture exchange communication system. Journal of Applied Behavior Analysis,47, 198–203. https://doi.org/10.1002/jaba.99.

  12. Iwata, B. A., Wallace, M. D., Kahng, S. W., Lindberg, J. S., Roscoe, E. M., Conners, J., et al. (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis,33, 181–194. https://doi.org/10.1901/jaba.2000.33-181.

  13. Jang, J., Dixon, D. R., Tarbox, J., Granpeesheh, D., Kornack, J., & de Nocker, Y. (2012). Randomized trial of an eLearning program for training family members of children with autism in the principles and procedures of applied behavior analysis. Research in Autism Spectrum Disorders,6, 852–856. https://doi.org/10.1016/j.rasd.2011.11.004.

  14. Lavie, T., & Sturmey, P. (2002). Training staff to conduct a paired-stimulus preference assessment. Journal of Applied Behavior Analysis,35, 209–211. https://doi.org/10.1901/jaba.2002.35-209.

  15. *Lipschultz, J. L., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Dipsey, C. R. (2015). Using video modeling with voiceover instruction to train staff to conduct stimulus preference assessments. Journal of Developmental and Physical Disabilities,27, 505–532. https://doi.org/10.1007/s10882-015-9434-4.

  16. *McCulloch, E. B., & Noonan, M. J. (2013). Impact of online training videos on the implementation of mand training by three elementary school paraprofessionals. Education and Training in Autism and Developmental Disabilities,48, 132–141.

  17. *Moore, J. W., & Fisher, W. W. (2007). The effects of videotape modeling on staff acquisition of functional analysis methodology. Journal of Applied Behavior Analysis,40, 197–202. https://doi.org/10.1901/jaba.2007.24-06.

  18. *Nosik, M. R., & Williams, W. L. (2011). Component evaluation of a computer based format for teaching discrete trial and backward chaining. Research in Developmental Disabilities: A Multidisciplinary Journal,32, 1694–1702. https://doi.org/10.1016/j.ridd.2011.02.022.

  19. *Nosik, M. R., Williams, W. L., Garrido, N., & Lee, S. (2013). Comparison of computer based instruction to behavior skills training for teaching staff implementation of discrete-trial instruction with an adult with autism. Research in Developmental Disabilities: A Multidisciplinary Journal,34, 461–468. https://doi.org/10.1016/j.ridd.2012.08.011.

  20. *Pollard, J. S., Higbee, T. S., Akers, J. S., & Brodhead, M. T. (2014). An evaluation of interactive computer training to teach instructors to implement discrete trials with children with autism. Journal of Applied Behavior Analysis,47, 765–776. https://doi.org/10.1002/jaba.152.

  21. *Ramon, D., Yu, C. T., Martin, G. L., & Martin, T. (2015). Evaluation of a self-instructional manual to teach multiple-stimulus without replacement preference assessments. Journal of Behavioral Education,24, 289–303. https://doi.org/10.1007/s10864-015-9222-3.

  22. *Rosales, R., Gongola, L., & Homlitas, C. (2015). An evaluation of video modeling with embedded instructions to teach implementation of stimulus preference assessments. Journal of Applied Behavior Analysis,48, 209–214. https://doi.org/10.1002/jaba.174.

  23. *Salem, S., Fazzio, D., Arnal, L., Fregeau, P., Thomson, K., Martin, G. L., et al. (2009). A self-instructional package for teaching university students to conduct discrete-trials teaching with children with autism. Journal on Developmental Disabilities,15, 21–29.

  24. Sarooff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis,37, 535–538. https://doi.org/10.1901/jaba.2004.37-535.

  25. *Severtson, J. M., & Carr, J. E. (2012). Training novice instructors to implement errorless discrete-trial teaching: A sequential analysis. Behavior Analysis in Practice,5, 13–23.

  26. Summer, J., & Hall, E. (2008). Impact of an instructional manual on the implementation of ABA teaching procedures by parents of children with Angelman syndrome. Journal on Developmental Disabilities,14, 26–34.

  27. *Thiessen, C., Fazzio, D., Arnal, L., Martin, G. L., Yu, C. T., & Keilback, L. (2009). Evaluation of a self-instructional manual for conducting discrete-trials teaching with children with autism. Behavior Modification,33, 360–373. https://doi.org/10.1177/0145445508327443.

  28. *Thomson, K. M., Martin, G. L., Fazzio, D., Salem, S., Young, K., & Yu, C. T. (2012). Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism. Research in Autism Spectrum Disorders,6, 1073–1082. https://doi.org/10.1016/j.rasd.2012.02.005.

  29. *Vladescu, J. C., Carroll, R., Paden, A., & Kodak, T. M. (2012). The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction. Journal of Applied Behavior Analysis,4, 419–423. https://doi.org/10.1901/jaba.2012.45-419.

  30. *Wainer, A. L., & Ingersoll, B. R. (2013). Disseminating ASD interventions: A pilot study of a distance learning program for parents and professionals. Journal of Autism and Developmental Disorders,43, 11–24. https://doi.org/10.1007/s10803-012-1538-4.

  31. *Weldy, C. R., Rapp, J. T., & Capocasa, K. (2014). Training staff to implement brief stimulus preference assessments. Journal of Applied Behavior Analysis,47, 214–218. https://doi.org/10.1002/jaba.98.

  32. *Wightman, J., Boris, A., Thomson, K., Martin, G. L., Fazzio, D., & Yu, C. T. (2012). Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism. Journal on Developmental Disabilities,18, 33–44.

  33. *Young, K. L., Boris, A. L., Thomson, K. M., Martin, G. L., & Yu, C. T. (2012). Evaluation of a self-instructional package on discrete-trials teaching to parents of children with autism. Research in Autism Spectrum Disorders,6, 1321–1330. https://doi.org/10.1016/j.rasd.2012.05.001.

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Correspondence to Kristina R. Gerencser.

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Gerencser, K.R., Akers, J.S., Becerra, L.A. et al. A Review of Asynchronous Trainings for the Implementation of Behavior Analytic Assessments and Interventions. J Behav Educ 29, 122–152 (2020). https://doi.org/10.1007/s10864-019-09332-x

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Keywords

  • Asynchronous
  • Training
  • Behavior analysis
  • Autism spectrum disorder
  • Developmental disabilities