Functional analysis is an experimental method used to assess the environmental causes of behaviour by systematically manipulating the antecedents and consequences for that behaviour and observing their effects on the behaviour. The number of published studies on function analysis has increased as well as the number of studies that aimed to teach this procedure. This study aimed to evaluate the efficacy of a self-instructional manual on teaching university students and staff who work with people with developmental disabilities to conduct functional analysis as described by Iwata et al. (1982/1994). Specifically, I compared the effectiveness of a self-instructional manual to a procedural description of functional analysis described in the method section of the above paper. In Experiment 1, the self-instructional manual was evaluated using a concurrent multiple probe design across groups of three and two participants, totaling 11 participants. Participants received the method description during baseline, self-instructional manual during the intervention, and video modeling (for some participants) after the manual. Simulated assessments were conducted after each phase and a retention/generalization assessment was conducted after 1 to 4 weeks. Overall, mean correct performance across participants and conditions during simulated assessments were 73% after studying the method description, 92% after the self-instructional manual, and 94% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 80% correct. In Experiment 2, the manual was modified based on the errors made in Experiment 1 and its efficacy was evaluated using a concurrent multiple probe design across two participants, and a concurrent multiple probe design across functional analysis conditions replicated across five participants. Overall, mean correct performance across participants and conditions during simulated assessments were 58% after studying the method description, 88% after the self-instructional manual, and 95% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 91% correct. The results suggest that the self-instructional manual shows promise and further research is warranted. / February 2017

Self-instructional training manuals and video modeling have been demonstrated to be effective for teaching university students and direct-care staff to conduct behavioral procedures, such as preference assessments and discrete-trials teaching with persons with intellectual disabilities (ID) and children with autism spectrum disorders (ASD). The Assessment of Basic Learning Abilities – Revised (ABLA-R) is an assessment tool used by Applied Behavior Analysis (ABA) service providers for determining the learning ability of clients with ID and children with ASD. In this study, I combined an ABLA-R self-instructional manual (DeWiele et al., 2014) with video modeling and evaluated the effectiveness of the training package for teaching ABA service providers to administer the ABLA-R to a child with ASD. I evaluated the training package using a single-subject, modified concurrent multiple baseline (MB) design across a pair of participants, replicated across three other pairs of participants, plus a modified nonconcurrent MB design across a pair of participants, replicated across one other pair. Participants demonstrated a significant increase in the accuracy with which they administered the ABLA-R to an experimenter from baseline to post-test, and conducted the ABLA-R with high accuracy in a generalization assessment with a child with ASD. An implication of this research is that the self- instructional training package is an effective tool for training ABA service providers to accurately administer the ABLA-R to children with ASD. / October 2016

The present study evaluated the use of a self-instructional manual supported by a computer-aided personalized system of instruction (CAPSI) for teaching Discrete-Trials Teaching (DTT) to university students. Prior to studying the manual, five participants taught three tasks, commonly taught to children with Autism Spectrum Disorders (ASD), to a confederate role-playing a child with an ASD. Using the Discrete-Trials Teaching Evaluation Form (DTTEF), the main researcher assessed the participants’ ability to perform DTT accurately. Subsequently, participants studied a self-instructional manual using CAPSI to demonstrate mastery of study questions about DTT. Finally, participants once again attempted to teach the three tasks to a confederate role-playing a child with an ASD. Overall mean baseline accuracy on the DTTEF was 54.86%, and improved to 84.73% in post-treatment, a 30% improvement. Participants’ self-recorded study time was an average of 12 hours and 48 minutes. The results suggest that CAPSI is an effective educational tool for the delivery of the self-instructional manual. Future research should investigate (1) how to make CAPSI even more effective, and (2) whether these results can be generalized to other populations such as ABA tutors, parents, and paraprofessionals working with children with ASD.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

The present study evaluated the use of a self-instructional manual supported by a computer-aided personalized system of instruction (CAPSI) for teaching Discrete-Trials Teaching (DTT) to university students. Prior to studying the manual, five participants taught three tasks, commonly taught to children with Autism Spectrum Disorders (ASD), to a confederate role-playing a child with an ASD. Using the Discrete-Trials Teaching Evaluation Form (DTTEF), the main researcher assessed the participants’ ability to perform DTT accurately. Subsequently, participants studied a self-instructional manual using CAPSI to demonstrate mastery of study questions about DTT. Finally, participants once again attempted to teach the three tasks to a confederate role-playing a child with an ASD. Overall mean baseline accuracy on the DTTEF was 54.86%, and improved to 84.73% in post-treatment, a 30% improvement. Participants’ self-recorded study time was an average of 12 hours and 48 minutes. The results suggest that CAPSI is an effective educational tool for the delivery of the self-instructional manual. Future research should investigate (1) how to make CAPSI even more effective, and (2) whether these results can be generalized to other populations such as ABA tutors, parents, and paraprofessionals working with children with ASD.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.