Evaluation of Interactive Computerized Training to Teach Paraprofessionals to Implement Errorless Discrete Trial Instruction

Abstract

Efficient and effective training strategies for paraprofessionals in special education settings face many challenges. Interactive computerized training (ICT)-a selfpaced program that incorporates audio narration, video models, interactive activities, and competency checks-is one potential solution. ICT has been successful in training college students and special education teachers to implement discrete trial instruction (DTI), but its effectiveness to train paraprofessionals is unknown. Using a multiple-baseline design, we evaluated the feasibility of ICT, to train six paraprofessionals to implement DTI with an errorless learning procedure. Following ICT, the fidelity of implementation of DTI increased for all participants when implemented with a student in their classroom; however, competency varied. We added additional training components that progressed from low to more intensive feedback delivered remotely in attempt to increase fidelity to 90% or higher implementation. We also evaluated generalization to novel instructional programs and maintenance of instruction in the absence of feedback.

A review of the literature on staff training strategies that minimize trainer involvement

“…The majority of experiments required participants to meet a mastery criterion for the target skills (68.4%), which ranged from 80%–100% correct responding. Less than half of the experiments resulted in positive outcomes for all participants (42.1%; e.g., Berkman et al, 2019; Gerencser et al, 2017; Marano et al, 2020), while a slightly higher percentage of experiments resulted in mixed outcomes (47.3%; e.g., Geiger et al, 2018; Gerencser et al, 2018). A small percentage (10.5%) of experiments resulted in negative outcomes for all participants (Higbee et al, 2016; Nosik & Williams, 2011).…”

“…CBI resulted in mastery‐level responding for most participants for training parent–child interactions (Blackman et al, 2019); graph creation (Berkman et al, 2019); DTI (Eldevik et al, 2013; Geiger et al, 2018; Gerencser et al, 2018; Higbee et al, 2016; Nosik et al, 2013; Nosik & Williams, 2011; Pollard et al, 2014); photographic activity schedules (Gerencser et al, 2017); interactions with consumers' parents (Ingvarsson & Hanley, 2006); SPAs (Marano et al, 2020); visual analysis of graphs (O'Grady et al, 2018; Schnell et al, 2018; Wolfe & Slocum, 2015); detecting antecedents and consequences of problem behavior (Scott et al, 2018); and imitation interventions (Wainer & Ingersoll, 2013).…”

“…Video modeling did not result in shelter volunteer staff reaching a pre-determined mastery criterion for implementing discrete trial obedience with dogs (Howard & DiGennaro Reed, 2014). CBI resulted in mastery-level responding for most participants for training parent-child interactions (Blackman et al, 2019); graph creation (Berkman et al, 2019); DTI (Eldevik et al, 2013;Geiger et al, 2018;Gerencser et al, 2018;Higbee et al, 2016;Nosik et al, 2013;Nosik & Williams, 2011;Pollard et al, 2014); photographic activity schedules (Gerencser et al, 2017); interactions with consumers' parents (Ingvarsson & Hanley, 2006) detecting antecedents and consequences of problem behavior (Scott et al, 2018); and imitation interventions (Wainer & Ingersoll, 2013).…”

“…Yes, video and feedback outcomes (47.3%; e.g., Geiger et al, 2018;Gerencser et al, 2018). A small percentage (10.5%) of experiments resulted in negative outcomes for all participants (Higbee et al, 2016;Nosik & Williams, 2011).…”

A brief review of technology‐based antecedent training procedures

“…Gerenscer, Higbee, Contreras, Pellegrino, and Gunn () extended this line of research by evaluating the effects of ICT with and without remote coaching on errorless DTI integrity of six paraprofessionals working with children with disabilities. Half of the participants demonstrated mastery after completing ICT ( n = 1) or ICT plus remote coaching ( n = 2), which maintained for 2 weeks.…”