Al-Nasser Thouraya, Larry Williams W, Feeney Brian
Department of Psychology, University of Nevada, Mail Stop (0296), Reno, NV 89557 USA.
Behav Anal Pract. 2018 Sep 18;12(2):387-395. doi: 10.1007/s40617-018-00282-w. eCollection 2019 Jun.
Enhanced self-instructions have been previously shown to lead to high levels of training protocol fidelity by lower level staff applying applied behavior analysis (ABA) protocols. An A-B replication series design across participants was used to gather preliminary evidence on the breadth of benefit of this approach to staff training, considered across common training tasks. Participants ( = 14) with no previous background in ABA learned how to conduct either two preference assessments (paired stimulus and multiple stimulus without replacement) or two acquisition discrete trial programs (match to sample and motor imitation) under two different self-instruction conditions. Procedures were trained using textual information only (i.e., standard packet) or textual information enhanced with visual cues (i.e., enhanced packet). Eight of the participants received a standard packet followed by an enhanced packet; six received them in reverse order. Each sequence was replicated within participants across the two tasks. No follow-up feedback or training was provided during either condition so as not to contaminate assessment of the effects of these self-instructions on procedural fidelity. Results showed that participants achieved near-mastery levels of performance under the enhanced packet condition. Seven of the eight participants who received the standard packet first improved in fidelity after receiving the enhanced packet. Where there was some evidence of maintenance of gains in some participants of new tasks trained again with the standard packet, reintroduction of the enhanced packet led to high fidelity in all cases. It appears that previous experimental findings showing the benefit of enhanced self-instructional training on the procedural fidelity of lower level training staff apply across a wide range of common ABA tasks.
先前的研究表明，强化自我指导能够使应用行为分析（ABA）协议的基层员工高度遵循培训协议。本研究采用跨参与者的A-B复制系列设计，以收集关于这种员工培训方法在常见培训任务中的广泛益处的初步证据。14名此前没有ABA背景的参与者在两种不同的自我指导条件下，学习如何进行两项偏好评估（配对刺激和无替换多刺激）或两项习得性离散试验程序（匹配样本和动作模仿）。培训程序仅使用文本信息（即标准资料包）或辅以视觉线索的文本信息（即强化资料包）进行。8名参与者先收到标准资料包，后收到强化资料包；6名参与者则顺序相反。每个顺序在参与者的两项任务中进行复制。在两种条件下均未提供后续反馈或培训，以免影响对这些自我指导对程序保真度影响的评估。结果显示，在强化资料包条件下，参与者的表现达到了近乎精通的水平。8名先收到标准资料包的参与者中，有7名在收到强化资料包后，保真度有所提高。在一些再次使用标准资料包培训新任务的参与者中，有证据表明他们的收获有所维持，再次引入强化资料包后，在所有情况下都能实现高保真度。看来，先前的实验结果表明，强化自我指导培训对基层培训人员程序保真度有益，这一结论适用于广泛的常见ABA任务。
