Training tutors and parents in China to implement preference assessment procedures and discrete trials teaching
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Date
2017
Authors
Hu, Lei
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Abstract
In China there is a tremendous need for qualified individuals to provide direct services to children with autism spectrum disorder (ASD). Along with a lack of appropriate training resources (e.g., trainers and teaching materials in Chinese), an effective and efficient instructional method is urgently needed. The present study evaluated the effect of two training components on the procedural implementation of the paired-stimulus (PS) preference assessment, the multiple-stimulus without replacement (MSWO) preference assessment, and discrete trials teaching (DTT) to 12 participants – viz., four tutors and eight mothers – in China. The two components were: (a) a Chinese version of computer-aided personalized system of instruction (CAPSI) combined with Chinese translations of self-instructional manuals (SIMs) and (b) demonstration videos. The sequence of training the three behavioural techniques (PS, MSWO, and DTT) was randomly selected. The participants started with one of the two components, which were evenly assigned on a random basis. If scored below 85% accuracy after completing the starting component, the participants were asked to proceed to training with the other component. A multiple baseline design across the three behavioural techniques was used, with replication across the 12 participants. Nine out of 12 participants scored 85% accuracy or higher on implementing all three behavioural techniques with a confederate after completing one or two components. There was no evidence that either the combination of CAPSI with SIMs or demonstration videos was more effective – i.e., both appeared to be equally effective – in training any of the behavioural techniques, nor was there any evidence of differential effects of the sequence of receiving the two training components. However, training the PS assessment facilitated the procedural implementation of the MSWO assessment, and vice versa. During generalization, all participants maintained their acquired skills with high accuracy with a child with ASD. The results suggest that the combination of CAPSI with Chinese translations of the SIMs and demonstration videos are both effective in training staff members and parents on all three behavioural techniques. Moreover, there is a summative effect in that additional training with either CAPSI in combination with SIMs or demonstration videos increases performance on all three behavioural techniques. Future research directions are discussed.
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Keywords
Autism spectrum disorders, Discrete trials teaching, Stimulus preference assessments, China, Computer-aided personalized system of instruction, Demonstration videos, Staff training, Parent training