The efficacy of remote video‐based training on public speaking

Abstract

This study evaluated the efficacy of remote video‐based behavioral skills training (BST) on teaching public speaking behaviors to 4 participants. A multiple‐baseline design across speech behaviors was used to evaluate the effects of the training. Remote video‐based BST was effective at increasing public speaking behaviors for all participants. In addition, performance generalized to an increased audience size. An external expert in communications rated the participants as more effective public speakers following training. All participants reported satisfaction with the training and expressed greater comfort, confidence, overall ability, and less anxiety as a public speaker following training. We also measured potential collateral effects of teaching public speaking behaviors on speech disfluencies. Although remote video‐based BST was effective for all participants, it did not produce a change in the rate of speech disfluencies. Our findings indicate that public speaking behaviors can be taught using a remote video‐based BST package.

The efficacy of remote video‐based behavioral skills training and awareness training on public speaking performance

“…Six speaking disfluencies were measured during the study: filler sounds (e.g., "ah," "er," "uh," and "um"), filler words and repetitive phrases (e.g., "like," "so," "you know," "right"), tongue clicks, sentence stumbling (e.g., "what … what I enjoy about Michigan"), humming, and noncontextual laughing (e.g., audibly laughing while speaking when not related to using humor; Laske & DiGennaro Reed, 2022;Mancuso & Miltenberger, 2016;Montes et al, 2019Montes et al, , 2021Ortiz et al, 2022;Pawlik & Perrin, 2020;Spieler & Miltenberger, 2017). Filler sounds, filler words and repetitive phrases, and tongue clicks were disfluencies targeted for intervention, whereas sentence stumbling, humming, and noncontextual laughing were measured but not targeted for intervention.…”

“…Last, the participants required more training time to reach criterion for the behaviors taught during the body of the speech than behaviors in the introduction and conclusion sets. Laske and DiGennaro Reed (2022) identified several areas needing further investigation. First, they noted that training could be improved for teaching behaviors to perform during the body of the speech given how long it took to train these behaviors relative to the introduction and conclusion behaviors.…”

“…To date, no study has examined the combined effects of an intervention to improve public speaking performance, reduce speech disfluencies, and examine the effects of both on audience perceptions of effective public speaking. The current study attempted to replicate and improve the training provided by Laske and DiGennaro Reed (2022) while also adding established AT procedures (Luiselli, 2022). Specifically, the current study (a) evaluated the effects of speech outlines on the efficacy of remote video-based BST, (b) evaluated the additive effects of remote video-based AT procedures on speech disfluencies, and (c) examined ratings of perceived speaker effectiveness by an external rater following both remote video-based BST and AT.…”

The influence of video‐based training on caregiver arrangement of infant sleeping environments

“…For example, video-based training 1 (VBT) incorporates one or more of the following: video models, on-screen text, and voice-over narration (Erath & DiGennaro Reed, 2020). These procedures have been demonstrated as an effective means to establish a variety of responses, such as BST (Erath et al, 2021), public speaking (Laske & DiGennaro Reed, 2022), and academic responses (Yakubova et al, 2022). More so, VBT generally results in favorable social validity outcomes from participants (Marano et al, 2020), which is an important factor to consider as acceptance may promote procedural fidelity (Strohmeier et al, 2014).…”

Teaching clinicians and nurses to prepare for and present at interdisciplinary meetings through behavioral skills training

“…However, training behavior analysts and other human services practitioners on how to prepare for, communicate clearly, and discuss issues in interdisciplinary meetings has not been addressed with BST. Related to clear communication, some research has explored public speaking among students, paraprofessionals, and behavior analysts (Fawcett & Miller, 1975; Heinicke et al, 2021; Laske & DiGennaro Reed, 2022; Luiselli, 2022), but this work has mostly been conducted in simulated settings with no audience present preceding assessment of generalization within group settings (Luiselli, 2022).…”