Abstract
According to the Behavior Analyst Certification Board (BACB), services commonly provided by behavior analysts include writing and revising protocols for teaching new skills. To our knowledge, there are currently no published, peer-reviewed articles or texts focused on developing skill acquisition protocols. The purpose of this study was to develop and evaluate the effectiveness of a computer-based instruction (CBI) tutorial on acquisition of skills related to writing an individualized protocol based on a research article. The tutorial was developed based on a variety of expert samples recruited by the experimenters. Fourteen students enrolled in a university behavior analysis program participated in a matched-subjects group experimental design. The training was separated into three modules on protocol components, identifying important information in a research article, and individualizing the protocol for a learner. Training was self-paced and completed in the absence of a trainer. The training included the following behavioral skills training components: instruction, modeling, individualized pacing, opportunities to actively respond and rehearse skills, and frequent specific feedback. The tutorial resulted in a significant increase in accuracy of protocols during posttest when compared to a textual training manual. This study contributes to the literature by applying CBI training procedures to a complex skill, as well as evaluating training in the absence of a trainer, and provides a technology for clinicians to learn effectively and efficiently to write a technological, individualized, and empirically based protocol.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data Availability
The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.
Code Availability
Information regarding software used in this study is available from the corresponding author on reasonable request.
References
ABADat. (2022). ABADat.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97. https://doi.org/10.1901/jaba.1968.1.91
Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/
Behavior Analyst Certification Board. (2022a). Board Certified Behavior Analyst Handbook. https://www.bacb.com/wp-content/uploads/2022/01/BCBAHandbook_220601.pdf
Behavior Analyst Certification Board. (2022b). US employment demand for behavior analysts: 2010–2021.
Briggs, A. M., & Mitteer, D. R. (2021). Updated strategies for making regular contact with the scholarly literature. Behavior Analysis in Practice, 8, –1, 12. Advance online publication. https://doi.org/10.1007/s40617-021-00590-8
Chok, J. T., Shlesinger, A., Studer, L., & Bird, F. L. (2012). Description of a practitioner training program on functional analysis and treatment development. Behavior Analysis in Practice, 5(2), 25–36. https://doi.org/10.1007/BF03391821
Drifke, M. A., Tiger, J. H., & Wierzba, B. C. (2017). Using behavioral skills training to teach parents to implement three-step prompting: A component analysis and generalization assessment. Learning & Motivation, 57, 1–14. https://doi.org/10.1016/j.lmot.2016.12.001
Eldevik, S., Ondire, I., Hughes, J. C., Grindle, C. F., Randell, T., & Remington, B. (2013). Effects of computer simulation training on in vivo discrete trial teaching. Journal of Autism & Developmental Disorders, 43(3), 569–578. https://doi.org/10.1007/s10803-012-1593-x
Fovel, J. T. (2001). The ABA program companion: Organizing quality programs for children with autism and PDD. DRL Books.
Geiger, K. B., LeBlanc, L. A., Hubik, K., Jenkins, S. R., & Carr, J. E. (2018). Live training versus e-learning to teach implementation of listener response programs. Journal of Applied Behavior Analysis, 51(2), 220–235. https://doi.org/10.1002/jaba.444
Gerencser, K. R., Higbee, T. S., Akers, J. S., & Contreras, B. P. (2017). Evaluation of interactive computerized training to teach parents to implement photographic activity schedules with children with autism disorder. Journal of Applied Behavior Analysis, 50(3), 567–581. https://doi.org/10.1002/jaba.386
Gerencser, K. R., Higbee, T. S., Contreras, B. P., Pellegrino, A. J., & Gunn, S. L. (2018). Evaluation of interactive computerized training to teach paraprofessionals to implement errorless discrete trial instruction. Journal of Behavioral Education, 27(4), 461–487. https://doi.org/10.1007/s10864-018-9308-9
Gianoumis, S., Seiverling, L., & Sturmey, P. (2012). The effects of behavior skills training on correct teacher implementation of natural language paradigm teaching skills and child behavior. Behavioral Interventions, 27, 57–74. https://doi.org/10.1002/bin.1334
Glassdoor. (2022). Salary: Elearning developer. https://www.glassdoor.com/Salaries/philadelphia-elearning-developer-salary-SRCH_IL.0,12_IM676_KO13,32.htm?clickSource=searchBtn
Graff, R. B., & Karsten, A. M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45(1), 69–82. https://doi.org/10.1901/jaba.2012.45-69
Grow, L., & LeBlanc, L. (2013). Teaching receptive language skills: Recommendations for instructors. Behavior Analysis in Practice, 6, 56–75.https://doi.org/10.1007/BF03391791
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: A replication and extension. Journal of Applied Behavior Analysis, 49(4), 780–793. https://doi.org/10.1002/jaba.329
Higgins, W. J., Luczynski, K. C., Carroll, R. A., Fisher, W. W., & Mudford, O. C. (2017). Evaluation of a telehealth training package to remotely train staff to conduct a preference assessment. Journal of Applied Behavior Analysis, 50(2), 238–251. https://doi.org/10.1002/jaba.370
Hirst, J. M., DiGennaro Reed, F., & Reed, D. D. (2013). Effects of varying feedback accuracy on task acquisition: A computerized translational study. Journal of Behavioral Education, 22, 1–15. https://doi.org/10.1007/s10864-012-9162-0
Ingvarsson, E. T., & Hanley, G. P. (2006). An evaluation of computer-based programmed instruction for promoting teachers’ greetings of parents by name. Journal of Applied Behavior Analysis, 39(2), 203–214. https://doi.org/10.1901/jaba.2006.18-05
Jackson, S. L. (2012). Research methods and statistics (4th ed.). Thomson Wadsworth.
Jenkins, S. R., & DiGennaro Reed, F. D. (2016). A parametric analysis of rehearsal opportunities on procedural integrity. Journal of Organizational Behavior Management, 36, 255–281. https://doi.org/10.1080/01608061.2016.1236057
Knapp, J., & Turnbull, C. (2014a). A complete ABA curriculum for individuals on the autism spectrum with a developmental age of 1–4 years: A step-by-step treatment manual including materials for teaching 140 foundational skills. Jessica Kingsley.
Knapp, J., & Turnbull, C. (2014b). A complete ABA curriculum for individuals on the autism spectrum with a developmental age of 3–5 years: A step-by-step treatment manual including materials for teaching 140 foundational skills. Jessica Kingsley.
Knapp, J., & Turnbull, C. (2014c). A complete ABA curriculum for individuals on the autism spectrum with a developmental age of 7 years up to young adulthood: A step-by-step treatment manual including materials for teaching 140 foundational skills. Jessica Kingsley.
Knowles, C., Massar, M., Raulston, T. J., & Machalicek, W. (2017). Telehealth consultation in a self-contained classroom for behavior: A pilot study. Preventing School Failure, 61(1), 28–38. https://doi.org/10.1080/1045988X.2016.1167012
Leaf, R., McEachin, J., & Harsh, J. D. (1999). A work in progress: Behavior management strategies & a curriculum for intensive behavioral treatment of autism. DRL Books.
Marano, K. E., Vladescu, J. C., Reeve, K. F., Sidener, T. M., & Cox, D. J. (2020). A review of the literature on staff training strategies that minimize trainer involvement. Behavioral Interventions, 35(4), 604–641. https://doi.org/10.1002/bin.1727
Maurice, C. E., Green, G. E., & Luce, S. C. (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. PRO-ED.
McKeachie, W. J., & Svinicki, M. (2014). Teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Houghton Mifflin.
Miltenberger, R. G. (2007). Behavioral skills training procedures. In R. G. Miltenberger (Eds.), Behavior modification: Principles and procedures (5th ed., pp. 251–266). Wadsworth/Cengage Learning.
Mueller, M. M., & Nkosi, A. (2010). The big book of ABA programs. Stimulus Publications.
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, 34(1), 461–468. https://doi.org/10.1016/j.ridd.2012.08.011
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, 32(5), 1694–1702. https://doi.org/10.1016/j.ridd.2011.02.022
O'Grady, A. C., Reeve, S. A., Reeve, K. F., Vladescu, J. C., & (Jostad) Lake, C. M. (2018). Evaluation of computer-based training to teach adults visual analysis skills of baseline-treatment graphs. Behavior Analysis in Practice, 11, 254–266. https://doi.org/10.1007/s40617-018-0266-4
Pear, J. J., Schnerch, G. J., Silva, K. M., Svenningsen, L., & Lambert, J. (2011). Web-based computer-aided personalized system of instruction. In W. Buskist, & J. E. Groccia (Eds.), New directions for teaching and learning, (pp. 85–94). Jossey-Bass.
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(4), 1–12. https://doi.org/10.1002/jaba.152
Quigley, S. P., Ross, R. K., Field, S., & Conway, A. A. (2018). Toward an understanding of the essential components of behavior analytic service plans. Behavior Analysis in Practice, 11, 436–444.
Rethink Behavioral Health. (2022). Rethink. https://www.rethinkbehavioralhealth.com/
Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535
Schnell, L. K., Sidener, T. M., DeBar, R. M., Vladescu, J. C., & Kahng, S. (2017). Effects of computer-based training on procedural modifications to standard functional analyses. Journal of Applied Behavior Analysis, 51, 87–98. https://doi.org/10.1002/jaba.423
Scott, J., Lerman, D. C., & Luck, K. (2018) Computer-based training to detect antecedents and consequences of problem behavior. Journal of Applied Behavior Analysis, 51(4), 784–801. https://doi.org/10.1002/jaba.495
Shea, K. A., Sellers, T. P., Smith, S. G., & Bullock, A. J. (2020). Self-guided behavioral skills training: A public health approach to promoting nurturing care environments. Journal of Applied Behavior Analysis, 53(4), 1889–1903. https://doi.org/10.1002/jaba.769
Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86–97
Skinner, B. F. (1958). Teaching machines. Science, 128, 969–977. https://doi.org/10.1126/science.128.3330.969
The New England Center for Children. (2020). Autism curriculum encyclopedia. https://www.acenecc.org
Vollmer, T. R., Iwata, B. A., Zarcone, J. R., & Rodgers, R. A. (1991). A content analysis of written behavior management programs. Research in Developmental Disabilities, 13, 429–441.
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 & Developmental Disorders, 43(1), 11–24. https://doi.org/10.1007/s10803-012-1538-4
Walker, S., & Sellers, T. (2021). Teaching appropriate feedback reception skills using computer-based instruction: A systematic replication. Journal of Organizational Behavior Management, 41(3), 1–19. https://doi.org/10.1080/01608061.2021.1903647
Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavioral Interventions, 27, 75–92. https://doi.org/10.1002/bin.1339
Williams, T. C., & Zahed, H. (1996). Computer-based training versus traditional lecture: Effect on learning and retention. Journal of Business & Psychology, 11, 297–310. https://doi.org/10.1007/BF02193865
Williams, D. E., & Vollmer, T. R. (2015). Essential components of written behavior treatment programs. Research in Developmental Disabilities, 36, 323–327. https://doi.org/10.1016/j.ridd.2014.10.003
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214.
Wolfe, K., & Slocum, T. A. (2015). A comparison of two approaches to training visual analysis of AB graphs. Journal of Applied Behavior Analysis, 48(2), 472–477. https://doi.org/10.1002/jaba.212
Zhang, Y. X., & Cummings, J. R. (2019). Supply of certified applied behavior analysts in the United States: Implications for service delivery for children with autism. Psychiatric Services in Advance, 71(4), 385–388. https://doi.org/10.1176/appi.ps.201900058
Funding
The authors did not receive support from any organization for the submitted work.
Author information
Authors and Affiliations
Contributions
All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Allison Parker. The first draft of the manuscript was written by Allison Parker, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
Corresponding author
Ethics declarations
Conflicts of Interest/Competing Interests
The authors have no conflicts of interest to declare that are relevant to the content of this article.
Ethics Approval
This study was reviewed and approved by the Caldwell University Institutional Review Board and performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments.
Consent to Participate
Freely given, informed consent to participate in the study was obtained from all participants.
Consent for Publication
Freely given, informed consent to use data obtained during the study for publication purposes was obtained from all participants.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Appendix A
Appendix B
Training Vignette
Mary Jones is a 5-year-old girl who follows one-step instructions, has a generalized imitation repertoire, mands for a variety of preferred items, and displays moderate levels of motor stereotypy and eye gazing. Her IEP goals include auditory-visual matching of objects and pictures. This will be her first auditory-visual matching program. In Mary’s visual-visual matching program with objects, errorless learning procedures are used and have been effective. She uses a token board, and tokens are established as conditioned reinforcers.
Write an acquisition program for Mary using the more effective procedure from the study. No computer is available for this program, so pictures will be printed. When writing details for your program, aside from the information provided about the client, you may include any other hypothetical details you like.
Testing Vignettes
John Douglas is a 12-year-old boy diagnosed with ASD. He has extensive experience with discrete trial instruction. He has a strong imitation repertoire, vocally communicates via simple sentences and can follow a 12-component visual activity schedule. He has had difficulty progressing with auditory-visual tasks. Errors vary with teaching targets, and he rarely demonstrates correct responding with novel generalization targets. Anecdotally, his teacher reports that his expressive skills are stronger than his receptive skills.
Write an acquisition program for John using the most effective procedures from the study. When writing details for your program, aside from the information provided about the client, you may include any other hypothetical details you like.
Matthew Jordan is a 4-year-old boy with some experience with discrete trial instruction. He has good attending, communicates vocally, has a generalized manding repertoire, demonstrates a variety of intraverbals, and has some overselectivity with listener responding activities. No challenging behavior is reported, but he has a history with prompt dependency. He loves sports and uses a Philadelphia Eagles token board with his instructor.
Write an acquisition program for Matthew using the procedure from the study. When writing details for your program, aside from the information provided about the client, you may include any other hypothetical details you like.
Appendix C
Participant Instructions Script
Shortly you will be asked to read an article and a client description and create a protocol based on the article. A protocol outlines specifically how to run a teaching program for a client. You will not be allowed to use any template, aides, or other resources to complete this task. You can use a blank Word document to write your protocol. If you need to leave the computer, you will not be able to continue your participation, so please take time now to settle in. You will be given an hour and thirty minutes to complete this task. I won’t be able to answer any questions about the task until you have completed all parts of the study. If you do not know how to do any part of this task, please do your best and submit the parts that you can complete. When you’re ready to start, please share your screen with me.
Rights and permissions
About this article
Cite this article
Parker, A.N., Sidener, T.M., DeBar, R.M. et al. Identifying and Training Skill Acquisition Protocol Development: A Preliminary Investigation. Behav Analysis Practice 16, 475–489 (2023). https://doi.org/10.1007/s40617-022-00726-4
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40617-022-00726-4