Kodak Tiffany, Halbur Mary
Psychology Department, Marquette University, 525 N. 6th St., WI 53203 Milwaukee, USA.
Behav Anal Pract. 2021 Jan 19;14(1):166-180. doi: 10.1007/s40617-020-00497-w. eCollection 2021 Mar.
Assessment-based instruction can increase the efficacy and efficiency of skill acquisition by using learner data to select an intervention procedure from a comparison of potential interventions. Although there are many published examples of assessments that guide the selection of skill-acquisition procedures, there are limited resources available to practitioners to guide the development of assessments for use in practice. This article describes a sequence of steps that Board Certified Behavior Analysts can follow to design and use assessment-based instruction in practice. These steps include (a) pick a topic to evaluate, (b) identify interventions to include in the assessment, (c) identify target behavior, (d) select an experimental design, (e) select a skill and targets, (f) equate noncritical procedures across conditions, (g) design templates for data collection, (h) conduct the assessment, and (i) use assessment results to guide practice. Included in these steps are examples and materials for how to conduct components of assessment-based instruction.
基于评估的教学可以通过利用学习者数据，从潜在干预措施的比较中选择一种干预程序，来提高技能习得的效果和效率。虽然有许多已发表的评估示例可指导技能习得程序的选择，但可供从业者用于指导实践中评估开发的资源有限。本文描述了行为分析认证委员会认证行为分析师在实践中设计和使用基于评估的教学可遵循的一系列步骤。这些步骤包括：(a)选择一个要评估的主题；(b)确定评估中要纳入的干预措施；(c)确定目标行为；(d)选择一种实验设计；(e)选择一项技能和目标；(f)使各条件下的非关键程序相等；(g)设计数据收集模板；(h)进行评估；以及(i)利用评估结果指导实践。这些步骤中包含了如何开展基于评估的教学各组成部分的示例和材料。
