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| Topics in Teaching Behavior Analysis |
| Monday, September 30, 2019 |
| 4:30 PM–5:20 PM |
| Stockholm Waterfront Congress Centre, Level 2, C1 |
| Area: TBA |
| Instruction Level: Intermediate |
| Chair: Donald M. Stenhoff (Arizona State University) |
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| Comparing Paper and Digital SAFMEDS to Increase Masters Students’ Behavioral Terminology Fluency: Does Performance Differ by Format, and Which Format is Preferred? |
| Domain: Applied Research |
| DONALD M. STENHOFF (Arizona State University), Richard M. Kubina (Penn State) |
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| Abstract: Students of behavior analysis are required to verbally demonstrate knowledge of dozens of behavioral terms and definitions during their programs. Their demonstration becomes more important for academic and career success when asked to overtly respond either vocally in class or answering items on national exams. A Precision Teaching methodology, SAFMEDS (Say All Fast a Minute Every Day Shuffled), was developed in the 1970s by Ogden Lindsey to increase behavioral fluency. SAFMEDS has been used to increase fluency of behavioral terminology with college students. Students typically use SAFMEDS that are printed on cards; however, researchers have also used SAFMEDS in digital format, presented on a computer or a handheld device. In this presentation, we will describe a study in which students in two courses in an on-campus Master of Science in Applied Behavior Analysis program used both paper and digital formats to study behavioral terminology. The participants used both versions of SAFMEDS across three phases, which concluded with students selecting which format they preferred. Correct and incorrect responses were recorded in an online standard celeration chart. Results will be discussed in terms of participant performance related to SAFMEDS format, and format preference. |
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| Training Individuals to Implement Discrete Trials With Fidelity: A Meta-Analysis |
| Domain: Basic Research |
| JOELLE FINGERHUT (University at Albany, SUNY), Mariola Moeyaert (University at Albany, SUNY) |
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| Abstract: Discrete trial training is a popular teaching method for individuals with autism. It includes many components, which can make it a difficult teaching method for individuals to learn. This meta-analysis examined the impact of different training techniques on individuals’ ability to implement discrete trials with fidelity. Twenty-five studies and 110 cases were included in the analysis. Only single case designs were included, and discrete trial implementation fidelity needed to be the dependent variable for inclusion eligibility. Training length, participant type, maintenance phases, and training type are among some of the variables that were coded and included for analysis. Hierarchical linear modeling, which has the ability to analyze clustered data, was used to estimate the treatment effect. Results showed that trainings are successful in improving both parents’ and teachers’ implementation fidelity of discrete trials. Furthermore, results demonstrated that behavioral skills training has a statistically significantly effect on discrete trial implementation fidelity. The results showed that the number of sessions in the intervention phase is a positive predictor of discrete trial implementation fidelity. Moreover, the results provide evidence that the effects of the trainings last across time. These results have implications for how individuals should be trained to implement discrete trials and other evidence based practices. |
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