Training paraprofessionals who work with children with Autism Spectrum Disorder and other related developmental disabilities can be a challenge due to limited resources, time, and money. Alternative ways to train paraprofessionals on a larger scale is needed. Interactive computerized training—a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks—is one potential training method. Interactive computerized training has been successful at training college students and special education teachers to implement discrete trial instruction but their effectiveness in training paraprofessionals is unknown. The purpose of this study was to extend the literature on interactive computerized trainings to evaluate its utility to teach six paraprofessionals to implement discrete trial instruction. Errorless learning procedures are recommended during discrete trial instruction to minimize student errors and promote quicker skill acquisition. A secondary purpose was to evaluate the effectiveness of the interactive computerized training to teach paraprofessionals to implement an errorless learning procedure. Following the training, all participants increased their fidelity of implementation of discrete trial instruction, at varying levels, with a student in their classroom. One participant reached the performance criterion of 90% or higher fidelity following ICT alone and two participants required performance feedback. Three participants required live coaching to increase their fidelity of DTI components to 80%. All feedback was delivered from a distance. Fidelity remained high to untrained instructional programs and at 2-week follow up. Potential limitations and future research related to training paraprofessionals are discussed.

Active shooter events in the U.S. are occurring more often in commercial environment and schools. In these emergency situations educators must quickly decide to complete actions that will protect themselves and their students. Typically, during these situations, the educator should complete in a run, hide, or fight sequence of behaviors. The educator must also consider challenges for their student’s particular disabilities during these situations. Interactive computerized training (ICT) may be one easy method to teach educators these procedures. The purpose of this study was to explore the effectiveness of interactive computerized training to help educators learn how to respond during two active shooter situations when caring for an individual with autism spectrum disorder. After completing the 90 min interactive computerized training, all educators responded correctly to each type of active shooter situation. These correct responses continued after a 2-week period without practice.

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The mining industry in South Africa contributes significantly to the national economy. Despite stringent safety legislation, mining accidents cause numerous fatalities and injuries. Inadequate or insufficient training is often cited as a root cause of accidents. Conventional class-based safety training has not reduced the incidence of accidents significantly. By contrast, virtual reality training tools can provide simulated exposure to real-world working conditions without the associated risks. This study describes the application of design-based research (DBR) in the design and development of two desktop virtual reality (VR) systems for safety training in the South African mining industry. The results of a usability context analysis were applied in the design of a VR prototype on generic hazards recognition and rectification, which was used and evaluated at South Africa‘s largest platinum mine site. A case study was conducted to investigate the causes and occurrences of falls of ground, which resulted in the design and development of a second VR prototype focusing on identifying and addressing underground geological conditions. DBR was also used in the generation of an evaluation framework for evaluating VR training systems, namely the Desktop VR Evaluation Framework (DEVREF), which is the major deliverable of the research. DEVREF can make a major contribution to the domain of e-training in mines and is transferable and customisable beyond its initial application. The process flow of the research thus moved beyond merely providing a solution to a complex real-world problem and became a classic DBR study with dual outcomes, namely a practical real-world solution in the form of two VR training systems and a theoretical contribution in the form of the DEVREF evaluation framework. DEVREF evaluates the design of desktop VR training systems in the categories of instructional design, usability, VR systems design, and context-specific criteria for mining. The use of DEVREF is demonstrated by reporting the application of its criteria in evaluating the two VR training systems. Heuristic evaluation, end-user surveys, and interviews were used as evaluation methods. A third contribution is methodological, in that this work proposes a new DBR process model and an interaction design lifecycle model suitable for VR training systems. / Computing / D. Phil. (Information Systems)