Teaching individuals to conduct paired-stimulus preference assessments for persons with developmental disabilities using computer-aided instruction
| dc.contributor.author | Michalyshyn, Chelsey | |
| dc.contributor.examiningcommittee | Martin, Garry (Psychology) | en_US |
| dc.contributor.examiningcommittee | Ediger, James (Psychology) | en_US |
| dc.contributor.examiningcommittee | Temple, Beverley (Nursing) | en_US |
| dc.contributor.guestmembers | Higbee, Thomas (Utah State University) | en_US |
| dc.contributor.supervisor | Yu, C. T. (Psychology) | en_US |
| dc.date.accessioned | 2019-09-13T16:47:34Z | |
| dc.date.available | 2019-09-13T16:47:34Z | |
| dc.date.issued | 2019-08 | en_US |
| dc.date.submitted | 2019-08-23T19:58:24Z | en |
| dc.degree.discipline | Psychology | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | Stimulus preference assessments are evidence-based methods for identifying preferred items and potential reinforcers for individuals with intellectual and developmental disabilities. In Experiment 1, the effectiveness of a Paired-Stimulus Self-Instructional Manual, delivered online using the Computer-Aided Personalized System of Instruction (CAPSI), with added videos, was evaluated. In a concurrent multiple-probe design across four groups of undergraduate university students, no participant met the mastery criterion (80%) on written knowledge tests or during simulated assessments, during baseline or after reading a method description adapted from the published literature. However, 11 of the 12 participants met mastery following the online self-instructional training package. Participants improved from a mean performance accuracy of 45.3% in baseline to a mean of 92.4% at post-CAPSI on written knowledge tests, and from a mean performance accuracy of 26.5% in baseline to 85.4% during post-CAPSI simulated assessments. Generalization assessments conducted 7 to 14 days post-CAPSI, showed that all participants performed above the mastery criterion (M = 93.3%). In Experiment 2, the online training package was implemented and managed by an Autism Consultant in a clinical setting for children with autism spectrum disorder, to teach Autism Tutors to carry out the procedure. In a concurrent multiple-probe design across three Autism Tutors, all met and exceeded the mastery criterion (80%) at post-CAPSI on both written knowledge tests and simulated assessments. Mean performance on written knowledge tests improved from 55.7% in baseline to 94.3% at post-CAPSI, and mean performance on simulated assessments improved from 31.8% in baseline to 90% at post-CAPSI. Generalization assessments conducted 7 to 14 days post-CAPSI showed that all Autism Tutors performed above the mastery criterion (M = 88.7%). The online training package was rated highly on social validity assessments in both experiments. | en_US |
| dc.description.note | October 2019 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/34258 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Preference assessment | en_US |
| dc.subject | Self-instructional training | en_US |
| dc.subject | Direct-stimulus preference assessment | en_US |
| dc.subject | Preference | en_US |
| dc.subject | Video modeling | en_US |
| dc.subject | Self-instructional manual | en_US |
| dc.subject | Paired-stimulus procedure | en_US |
| dc.subject | Computer-aided personalized system of instruction | en_US |
| dc.title | Teaching individuals to conduct paired-stimulus preference assessments for persons with developmental disabilities using computer-aided instruction | en_US |
| dc.type | doctoral thesis | en_US |
| local.subject.manitoba | yes | en_US |