This study evaluated the effects of programmed treatment-integrity errors on skill acquisition for children with an autism spectrum disorder (ASD) during discrete-trial instruction (DTI). In Study 1, we identified common treatment-integrity errors that occur during academic instruction in schools. In Study 2, we simultaneously manipulated 3 integrity errors during DTI. In Study 3, we evaluated the effects of each of the 3 integrity errors separately on skill acquisition during DTI. Results showed that participants either demonstrated slower skill acquisition or did not acquire the target skills when instruction included treatment-integrity errors.

In a series of three studies, we evaluated simulated data with reversal designs to determine whether partial-interval recording (PIR) and momentary time sampling (MTS) detected changes that were evident with continuous measures. The results from Study 1 showed that MTS with interval sizes up to 30 s detected most of the moderate and large changes in duration events and MTS with interval sizes up to 1 min detected most large changes in duration events. By comparison, PIR with 10-s intervals detected approximately half of all changes in duration events. The results of Study 2 showed that only 10-s PIR reliably detected most small, moderate, and large changes in frequency events. The results of Study 3 showed that PIR with 10-s intervals generated a relatively high percentage of false positives for duration events, whereas MTS did not. As a whole, the results support previous findings, but also provide new guidelines for the use of PIR and MTS. Copyright # 2008 John Wiley & Sons, Ltd. Despite the availability of computer programs (e.g., Kahng & Iwata, 1998; Sidener, Shabani, & Carr, 2004) and paper-and-pencil methods (e.g., Miltenberger, Rapp, &Long, 1999) for generating continuous measures of behavioral events, researchers and clinicians continue to use discontinuous methods to collect data on duration events and frequency events (Rapp, Colby, Vollmer, Roane, Lomaas, & Britton, 2007). Although such methods remain popular tools for applied behavior analysts (e.g., see Himle et al., 2006), little is known about whether these methods detect the same behavior changes that are detected by continuous measures of behavior (e.g., Johnston & Pennypacker, 1993;.From the standpoint of measurement sensitivity, a false negative is produced when behavior change is detected by a continuous measure, but is not detected by a discontinuous measure. Conversely, a false positive is produced when behavior

Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete-trial instruction. We used an adapted alternating treatments design to compare the effects of 4 commonly used error-correction procedures on skill acquisition for 2 children with attention deficit hyperactivity disorder and 3 children with autism spectrum disorder. For all participants, multiple error-correction procedures were effective; however, 1 or 2 specific error-correction procedures led to more efficient skill acquisition for each individual. These results highlight the importance of evaluating the effectiveness and efficiency of error-correction procedures for individual learners during discrete-trial instruction. We discuss the use of discrete-trial instruction with different populations, implications for using multiple measures of procedural efficiency, and several areas for future research.

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI.

Recent advancements in telecommunication technologies make it possible to conduct a variety of healthcare services remotely (e.g., behavioral-analytic intervention services), thereby bridging the gap between qualified providers and consumers in isolated locations. In this study, web-based telehealth technologies were used to remotely train direct-care staff to conduct a multiple-stimulus-without-replacement preference assessment. The training package included three components: (a) a multimedia presentation; (b) descriptive feedback from previously recorded baseline sessions; and (c) scripted role-play with immediate feedback. A nonconcurrent, multiple-baseline-across-participants design was used to demonstrate experimental control. Training resulted in robust and immediate improvements, and these effects maintained during 1- to 2-month follow-up observations. In addition, participants expressed high satisfaction with the web-based materials and the overall remote-training experience.