The efficacy of remote video-based behavioral skills training and awareness training on public speaking performance

This study evaluated the efficacy of (a) remote video-based behavioral skills training (BST) with added speech outlines on teaching public speaking behaviors and (b) remote video-based awareness training (AT) on speech-disfluency rates. A multiple-baseline design across speech behaviors was used to evaluate the training. Remote video-based BST and AT were effective at teaching public speaking behaviors and reducing speech disfluencies, respectively, for both participants. In addition, performance generalized to increased audience size. Although expert ratings of perceived public speaking effectiveness improved following BST, the ratings did not improve and some worsened following AT. Both participants reported satisfaction with video-based BST and AT. One participant reported greater comfort, confidence, overall ability, and less anxiety as a public speaker following BST. Both participants reported greater improvements in those categories following AT. Our results suggest that public speaking behaviors can be taught using remote video-based BST and speech disfluencies can be reduced using remote video-based AT.     

Effect of conducting behavioral observations and ratings on staff implementation of a paired-stimulus preference assessment

We assessed the effects of trainees observing and rating the accuracy of others implementing a paired-stimulus preference assessment from video on the trainees' subsequent implementation accuracy. These observational experiences increased implementation accuracy with both a confederate and an actual consumer. These results suggest conducting observations and accuracy ratings may prepare staff to implement behavioral procedures without need of a dedicated trainer.     

Advancements in Procedural Fidelity Assessment and Intervention: Introduction to the Special Issue

Interest in procedural fidelity has grown rapidly since 1981 as evidenced by the growing numbers of research publications across disciplines on this topic. As a result, the past 30 years of research has yielded a variety of procedures to guide research and practice, which we hope translates into better educational practices and services. Despite our progress, much remains unknown. As an introduction to the special issue on advancements in procedural fidelity, this article will briefly describe the conceptual and definitional issues surrounding this topic, summarize the relevance of procedural fidelity to education and research, and highlight the articles in this issue that address proposed research priorities.     

Effects of Varying Feedback Accuracy on Task Acquisition: A Computerized Translational Study

Research has shown that the accuracy of instructions influences responding immediately and under later conditions. The purpose of the present study was to extend this literature and use a translational approach to assess the short- and long-term effects of feedback accuracy on the acquisition of a task. Three levels of inaccurate feedback were compared across groups. Participants who received accurate feedback performed best, while participants exposed to inaccurate feedback performed poorly in direct relation to the degree of inaccuracy. Once inaccurate feedback was corrected, this relation was less apparent. However, the effects of prior exposure to inaccurate feedback persisted in subsequent conditions when participants were exposed to accurate feedback. The effects of feedback accuracy on task acquisition also varied across individuals, suggesting that the effect may be idiosyncratic.     

Using the Performance Diagnostic Checklist–Human Services to identify an indicated intervention to decrease employee tardiness

We assessed and reduced the tardiness of 4 direct‐care staff employed at a school that provides educational services to children with autism. The Performance Diagnostic Checklist – Human Services was administered to participants and their supervisors to identify one or more indicated interventions. Relative to baseline, tardiness was lower during intervention. The most effective intervention included task clarification, a problem‐solving discussion, tokens exchangeable for back‐up reinforcers, and weekly graphic feedback. Moreover, participants reported that the intervention components, particularly praise and a token, had high acceptability.     

A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms

This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher-student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed.     

Temporal framing and the hidden‐zero effect: rate‐dependent outcomes on delay discounting

Recent research suggests that presenting time intervals as units (e.g., days) or as specific dates, can modulate the degree to which humans discount delayed outcomes. Another framing effect involves explicitly stating that choosing a smaller–sooner reward is mutually exclusive to receiving a larger–later reward, thus presenting choices as an extended sequence. In Experiment 1, participants (N = 201) recruited from Amazon Mechanical Turk completed the Monetary Choice Questionnaire in a 2 (delay framing) by 2 (zero framing) design. Regression suggested a main effect of delay, but not zero, framing after accounting for other demographic variables and manipulations. We observed a rate‐dependent effect for the date‐framing group, such that those with initially steep discounting exhibited greater sensitivity to the manipulation than those with initially shallow discounting. Subsequent analyses suggest these effects cannot be explained by regression to the mean. Experiment 2 addressed the possibility that the null effect of zero framing was due to within‐subject exposure to the hidden‐ and explicit‐zero conditions. A new Amazon Mechanical Turk sample completed the Monetary Choice Questionnaire in either hidden‐ or explicit‐zero formats. Analyses revealed a main effect of reward magnitude, but not zero framing, suggesting potential limitations to the generality of the hidden‐zero effect.     

Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005

We reviewed all school-based experimental studies with individuals 0 to 18 years published in the Journal of Applied Behavior Analysis (JABA) between 1991 and 2005. A total of 142 articles (152 studies) that met review criteria were included. Nearly all (95%) of these experiments provided an operational definition of the independent variable, but only 30% of the studies provided treatment integrity data. Nearly half of studies (45%) were judged to be at high risk for treatment inaccuracies. Treatment integrity data were more likely to be included in studies that used teachers, multiple treatment agents, or both. Although there was a substantial increase in reporting operational definitions of independent variables, results suggest that there was only a modest improvement in reported integrity over the past 30 years of JABA studies. Recommendations for research and practice are discussed.