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| Computer Based Instruction on Behavior Analytic Skills |
| Monday, May 31, 2004 |
| 1:30 PM–2:50 PM |
| Beacon A |
| Area: TBA |
| Chair: Tom Randell (University of Southampton) |
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| DTKid: Interactive Simulation Software for Training Tutors of Children with Autism |
| Domain: Applied Research |
| TOM RANDELL (University of Southampton), Bob Remington (University of Southampton), Lewis A. Bizo (University of Southampton), Martin Hall (University of Southampton) |
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| Abstract: Discrete-trial training is highly effective in teaching adaptive skills to children with autism, but relies critically on delivery by trained tutors. The value of computer simulation across a wide range of training areas is well known, and previous research at the University of Southampton has shown that such technologies can effectively simulate the interpersonal interactions that result in severe-challenging behaviour among people with intellectual disabilities (Remington, Hall, Hastings, Bizo, & Brown, 2001). We report three studies carried out in the development of DTKid – interactive computer simulation software that presents a realistic “virtual” child (SIMon) with whom a potential tutor can learn and practise essential DTT techniques. Study One employed a focus group methodology to obtain primary evaluation of DTKid’s functionality and user interface by expert DTT practitioners. Subsequent to programming revisions on the basis of this feedback, Study Two employed non-expert participants representative of target end users to evaluate the effectiveness of DTKid as a tutor training tool. Study Three again assessed DTkid’s effectiveness, subsequent to further enhancement of functionality and revisions to the simulation’s user interface. Results of all three studies indicate that DTKid offers an effective means of training tutors of children with autism to perform DTT. |
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| Just Like the Real Thing: The Impact of Computer-simulated Self-injurious Behavior |
| Domain: Applied Research |
| BOB REMINGTON (University of Southampton), Richard P. Hastings (University of Wales, Bangor), Martin Hall (University of Southampton), Lewis A. Bizo (University of Southampton) |
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| Abstract: We report a study evaluating the impact of an interactive computer program designed to provide a real-time ‘first-person’ experimental simulation of a child with self-injurious behavior (SIB). Using on–screen mouse-activated buttons, participants could either ‘teach’ the simulated child who exhibited SIB a simple matching-to-sample task or could engage in an alternative programmed activity (a simulated administration task). Two experimental conditions (attention seeking and demand avoidance functions of problem behavior) and a control condition were modeled. During the 30 min simulation, the program gradually increased or decreased (experimental conditions) or left unchanged (control condition) the frequency of simulated SIB, depending on the precise sequence of participant inputs. Results from 60 participants replicated those expected on the basis of research on functional analysis. Participants working with a simulated attention-seeking child devoted significantly more of their time and efforts to teaching than those in the control condition whereas participants in the demand avoidance condition significantly spent more of their time and efforts on the administration task than controls. The results indicate that the simulation affords opportunities for staff training, both in terms in teaching how their behavior may provide inadvertent reinforcement of problem behavior and explicating the principles of functional analysis. |
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| Training HOT Skills in a Behavior Modification Course: The Effect on Student Performance in a CAPSI-Taught Undergraduate Course |
| Domain: Applied Research |
| DARLENE E. CRONE-TODD (Delta State University), Barrie Todd (Delta State University) |
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| Abstract: The present study compares the performance of students who have completed an undergraduate Behavior Modification course taught using computer-aided personalized system of instruction (CAPSI) with bonus points, feedback, and targeted instruction (BFI) versus students who have completed CAPSI-taught courses with feedback only (FO). All students who take CAPSI-taught courses receive feedback in the form of praise, prompts, exemplars, or identification from markers to help develop their higher-order thinking skills. Students in the BFI group also receive bonus points provided on midterms and final exams for correctly answering questions at a level higher than required, and also receive targeted instruction in how to provide answers at the various levels of the taxonomy. The procedures used in the BFI course are expected to exert greater control over student behavior than the use of feedback alone. Dependent measures include: (a) independently scored exams, and (b) assessment of answer level according to a modified Bloom's Taxonomy. Graphical and numerical analyses are expected to demonstrate that students in the BFI group score higher on exams and answer at higher levels of the modified taxonomy, than students in the FO group. |
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