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| Technological Advances in Staff Training From Computer-Based Instruction to Virtual Reality Training |
| Saturday, May 24, 2025 |
| 3:00 PM–3:50 PM |
| Convention Center, Street Level, 146 A |
| Area: OBM; Domain: Applied Research |
| Chair: Carleana Hickey (The Capstone Center) |
| CE Instructor: Carleana Hickey, Ph.D. |
| Abstract: This symposium explores innovative and technology-based strategies to train staff across a variety of domains. The first paper, “Increasing the Efficiency of Computer-Based Instruction for Staff Training” is a research study that evaluates the effectiveness of combining computer-based instruction with general-case procedures to promote generalization of staff training. The second paper, “Literature Review of Virtual Reality Training” is a literature review that provides an overview of current applications of virtual reality training inside and outside of behavior analytic intervention. The third paper, “An Evaluation of Virtual Reality Training in Free Operant Preference Assessment Skills” is a research study that evaluates the effectiveness of a simulated virtual reality training to train college students to implement preference assessments. Together, these studies highlight not only various technology-based staff training interventions but also highlights the versatility of these interventions. These papers have implications for improving the effectiveness and applicability of behavior analytic staff training interventions across domains. |
| Instruction Level: Basic |
| Keyword(s): Computer-Based Instruction, Generalization, Staff Training, Virtual Reality |
| Target Audience: Target Audience is graduate students in behavior analysis or board certified behavior analysts who conduct staff training across various settings. |
Learning Objectives: 1. Discuss the importance of generalization in staff training interventions
2. discuss different applications for technology based interventions when staff training
3. Discuss features of different technology based interventions |
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| Increasing the Efficiency of Computer-Based Instruction for Staff Training |
| CARLEANA HICKEY (The Capstone Center), Sharon A. Reeve (Caldwell University), Kenneth F. Reeve (Caldwell University), Meghan Deshais (Rutgers University), Jason C. Vladescu (SUNY Downstate Health Sciences University) |
| Abstract: The increased demand for applied behavior analysis service providers and entry level clinicians has resulted in the need for supervisors to develop staff training procedures that are efficient, such as those that promote generalized responding. Staff trainers have a variety of evidenced-based procedures to choose from, such as behavioral skills training, but many present barriers to training (e.g., trainer time requirements). Asynchronous strategies such as computer-based instruction are both effective and efficient and may present a solution to those training barriers and can be enhanced by general-case procedures. In addition, recombinative generalization has not been previously assessed for staff training. Therefore, this study employed a non-concurrent multiple baseline design with adults to evaluate the generalized effects of general-case analysis to inform computer-based instruction. We found this combination moderately effective in facilitating stimulus and recombinative generalization of staff training. Implications for staff trainers and researchers include pre-training of skill acquisition trial arrangements and further evaluations of general- case procedures. |
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| An Evaluation of the Effectiveness of Immersive Virtual Reality Training in Non-Specialized Medical Procedures for Caregivers and Students: A Brief Literature Review |
| ARMEN GUSHCHYAN (Utah State University), Casey J. Clay (Utah State University), John Robert Budde (Children’s Hospital of Orange County), Andrea Quynh Mai Hoang (Utah State University) |
| Abstract: As technological advancements continue to redefine the landscape of adult education and training, virtual reality has emerged as a potent tool for enhancing skill acquisition. This literature review synthesizes existing research on the utilization of immersive and discrete virtual reality in training adults in the medical domain. The primary focus was on understanding the effectiveness, challenges, and potential applications of virtual reality-based training programs. Specifically, we reviewed studies related to practical skills critical to safety that target a non-surgical, discrete medical procedure (e.g., diabetes care procedures, how to correctly set a G-tube, CPR, correct personal protective equipment [PPE] usage) using an immersive VR technology as a training modality. Further, the studies reviewed had to include a comparison of immersive virtual reality training to that of a business-as-usual method. We conducted a review of the six studies that met the criteria and coded variables related to what technology was used, targeted skills being trained, social validity, effectiveness of the intervention, and whether generalization occurred. Key themes explored in the literature include the role of immersive experiences in enhancing learning outcomes when comparing virtual reality training to business-as-usual and the adaptability of virtual reality platforms to different skill sets. |
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| An Evaluation of Virtual Reality Training in Free Operant Preference Assessment Skills |
| BRENDA J. BASSINGTHWAITE (Munroe-Meyer Institute; University of Nebraska Medical Center), William J. Higgins (Munroe-Meyer Institute, University of Nebraska Medical Center), James Gehringer (Munroe-Meyer Institute; University of Nebraska Medical Center), Daphne Snyder (University of New Mexico), Melissa Martinez Muñoz (University of Nebraska Medical Center’s Munroe-Meyer Institute), Ryan Thomas (Munroe-Meyer Institute; University of Nebraska Medical Center) |
| Abstract: Virtual Reality is an effective method for providing professional skill training to adult learners and may be a preferred teaching method because trainees can practice necessary skills in a simulated environment, the technology is portable to multiple environments, and an in-person trainer is not needed for it to be effective (Chang et al.
2023; Dick, 2021; Paszkiewicz et al., 2021). We developed a virtual reality simulation to teach skills associated with conducting a free operant preference assessment (e.g., interview, procedures, data analysis) and evaluated its effectiveness for teaching skills using a nonconcurrent multiple baseline design across four phases (In Vivo Baseline, virtual reality Baseline, virtual reality Post-training, In Vivo Post-training) with 12 participants who were undergraduate students at a local university. All participants demonstrated learning from baseline to post-training. Specifically, participants displayed 0-55% of the free operant
skill components during In Vivo Baseline and 0-73% of the skills in virtual reality Baseline. Participants demonstrated 45-100% of skills in Post-Training virtual reality phase and 45-82% of the skills in Post-Training In Vivo phase. All participants endorsed the simulation as effective teaching technology. We will present the study, social validity outcomes, and discuss implications for future research. |
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