The effects of video modeling on staff implementation of behavioral procedures in China

Abstract

The purpose of the present study was to evaluate the effectiveness of a video modeling (VM) procedure at teaching three staff members who were working with children with autism spectrum disorder (ASD) to implement a token economy, use an error correction procedure, and conduct a multiple stimulus without replacement preference assessment. The study was conducted at a summer camp for children with ASD located on a university campus and at a school for students with special needs in mainland China. All participants successfully generalized instructional skills learned during the VM intervention to sessions with children with ASD. Maintenance of instructional skills was also seen during follow-up. These results indicate VM to be an economical and effective approach to training staff to implement various behavioral strategies. Moreover, the validity of VM as an effective intervention for staff training is increased by inclusion of blind ratings by five Board Certified Behavior Analysts. K E Y W O R D S behavioral procedures, China, staff implementation, video modeling, video modeling with voiceover instructions and onscreen text 1 | INTRODUCTION The prevalence of autism spectrum disorder (ASD) is increasing globally, including in nations such as China (Clark, Zhou, & Du, 2019). The estimated prevalence of ASD has been reported to be 1% of the total population, which accounts for 13 million people in Mainland China (Sun et al., 2013). Intensive and effective intervention practices are required for young children with ASD to make optimal progress on critical developmental areas (Reichow, 2011; Spooner,

The influence of measurement on interpreting accurate graphing during an asynchronous training.

“…Asynchronous, or self-directed, trainings (e.g., video modeling, manuals, and task analyses [TAs]) can be cost- and resource-efficient for quickly teaching critical skills. Professionals have employed asynchronous trainings to teach individuals how to conduct behavior-analytic assessment and treatment procedures including preference assessments (Hansard & Kazemi, 2018; Vladescu et al, 2022), discrete trial training (Catania et al, 2009; Vladescu et al, 2012), and token systems (Gutierrez et al, 2020; Lim & Hu, 2020), and how to conduct (Moore & Fisher, 2007; Schnell et al, 2018) and interpret (Retzlaff et al, 2020) functional analyses (see for general reviews of asynchronous trainings Gerencser et al, 2020; Marano et al, 2020). Graphing data, especially single-case design data, is another critical skill for many professionals.…”