Sump Layla A, Richman David M, Schaefer Anna Marie, Grubb Laura M, Brewer Adam T
Texas Tech University.
J Appl Behav Anal. 2018 Jul;51(3):466-481. doi: 10.1002/jaba.461. Epub 2018 Apr 23.
The efficacy and efficiency of telehealth and in-person training were compared while teaching seven undergraduate students to implement components of discrete trial training. A multiple-baseline design across skills with elements of multiple probe and delayed multiple baseline combined with an alternating-treatments design was used to evaluate the effects of behavioral skills training (BST) on (a) implementing a multiple stimulus without replacement preference assessment, (b) setting up an instructional context, (c) delivering antecedent prompts, and (d) delivering consequences for accurate and inaccurate responding. Two skills were trained via telehealth and two skills were trained in-person using BST procedures with a mock student. All participants provided high acceptability ratings for both training procedures. Results also showed that telehealth training was as efficacious and efficient as in-person training for all skills across all participants. Five of six participants showed high levels of maintenance of the newly acquired skills; these five also exhibited the skills during a novel instructional task.
在教授七名本科生实施离散试验训练的各个组成部分时，对远程医疗培训和面对面培训的效果及效率进行了比较。采用了一种跨技能的多基线设计，结合了多探针和延迟多基线的元素，并与交替治疗设计相结合，以评估行为技能培训（BST）对以下方面的影响：（a）实施无替换多重刺激偏好评估；（b）建立教学情境；（c）提供先行提示；（d）对准确和不准确的反应给予后果。通过远程医疗培训两项技能，使用BST程序与一名模拟学生进行面对面培训两项技能。所有参与者对两种培训程序都给予了高度可接受性评分。结果还表明，对于所有参与者的所有技能，远程医疗培训与面对面培训一样有效且高效。六名参与者中有五名对新获得的技能保持了高水平；这五名参与者在一项新颖的教学任务中也展示了这些技能。
