Association for Behavior Analysis International

Knowledge translation is the process of transferring evidence-based knowledge from researchers to direct-service providers with the purpose of improving the quality of services. However, training a large number of direct-service providers in an efficient and effective manner can present a challenge. Self-instructional manuals have been demonstrated to be effective in training individuals to conduct discrete-trials teaching (DTT), and to administer preference assessments (PA) and the Assessment of Basic Learning Abilities (ABLA), a tool that measures the learning ability of individuals with autism and developmental disabilities. Another approach to facilitate knowledge translation is the use of Computer-Aided Personalized System of Instruction (CAPSI), an online tool for delivering instructional material and tests. We will present two single-subject design studies and one between-group design study that demonstrate the effectiveness of self-instructional manuals and CAPSI for teaching university students and direct-service providers to conduct DTT, PA, and the ABLA. The overall results suggest that a combination of self-instructional manuals and CAPSI may provide the most effective approach for knowledge translation to direct-service providers.

Preference assessments are an evidence-based procedures used to identify potential reinforcers for persons with developmental disabilities. A recent study by Ramon et al. (2012) found that a self-instructional manual was more effective than a method description extracted from published articles for teaching university students to conduct multiple-stimulus without replacement preference assessments for persons with developmental disabilities. The present study extended this research by (a) adapting the self- instructional manual from Ramon et al. for online delivery, (b) adding video modeling as a teaching component, and (c) delivering the training package using a modified computer-aided personalized system of instruction (CAPSI, Pear and Kinsner, 1988). The training package was evaluated using a multiple-baseline design across three university students, replicated across three more students; and a multiple-baseline design across a pair of staff members, replicated a across a second pair. During the baseline phase, participants studied a two-page written description of the assessment procedure adapted from published studies. During the self- instructional manual phase, participants completed all of the following online: studied the self- instructional manual presented in eight units, viewed video demonstrations of the procedure, and completed review exercises scored by the computer program to demonstrate mastery of each study unit. Performance accuracy of each participant was scored using a standard behaviour checklist during a simulated preference assessment conducted following each phase. Clear and immediate improvement in performance accuracy was observed in all participants immediately following the self-instructional training package. Overall, students improved from a mean of 35% correct in baseline to a mean of 94% correct following CAPSI and staff improved from a mean of 23% correct in baseline to a mean of 87% correct following CAPSI. During retention and generalization assessments, five of the six students and one of the four staff members performed at or above 85% correct (the mastery criterion). The findings showed that online delivery of the self-instructional manual plus video modeling has tremendous potential for providing an effective method for teaching a preference assessment procedure without face-to-face instruction.

We evaluated the effects of two training methods on teaching 12 university students the Assessment of Basic Learning Abilities (ABLA; an instrument measures an individual's ability to learn some basic behavioural functions). The two methods involved the students (a) studying the ABLA using a self-instructional manual (SIM) and (b) working on the manual combined with passing unit assignments delivered through a computer-aided personalized system of instruction (CAPSI) program. A multiple baseline design across the two training methods was used to monitor the students' performance. Eleven students who received CAPSI training, as opposed to only three students who received SIM training, scored = 85% of accuracy on declarative knowledge. Watching demonstration videos about the ABLA after the SIM and CAPSI training maximized procedural knowledge for 10 students. The present study is one of the first to compare training effects of two methods on teaching a behavioral assessment. The practical implications of training procedures were discussed.

Knowledge translation (KT) is the process of transferring evidence-based knowledge from researchers to service providers in various fields of healthcare, including psychology, with the purpose of improving health services. However, training a large number of service providers in an efficient and effective manner can present a challenge. Computer-Aided Personalized System of Instruction (CAPSI) is a web-based approach for delivering instructional material, and may be effective in facilitating KT for service providers. Using single-case AB designs nested within a between-group design, we compared the effectiveness of two approaches to KT for teaching university students to conduct an applied behavior analysis technique called discrete-trials teaching (DTT): (a) CAPSI plus a self-instructional manual; versus (b) only a self-instructional manual. The experiment involved: (a) a pre-test to measure participants’ written knowledge of DTT and accuracy conducting DTT; (b) DTT training delivered through one of the above approaches that was supervised by an experimenter; and (c) a post-test to re-measure participants’ DTT knowledge and application accuracy. The preliminary results indicate that CAPSI plus a self-instructional manual and a self-instructional manual alone are both effective approaches for training individuals to accurately conduct DTT. Descriptive statistics from the CAPSI program, such as the percentage correct of lower-order and higher-order thinking level questions on unit tests, will also be examined. The implications of using each approach for facilitating KT will be discussed.