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I did my post based off the article “Interactive computer training to teach discrete-trial instruction to undergraduates and special educators in Brazil”. This article’s demonstration of the efficacy of teaching Discrete Trial Training (DTT) through interactive computer-based training was one of my favorite aspects of it. This method is especially useful for educating undergraduate students and special educators because it provides an efficient, scalable, and accessible way to teach difficult behavior-analytic approaches. The article’s emphasis on the extension and replication of an earlier study strengthens its conclusions and raises the possibility that this approach could be a dependable choice for behavior analysis instruction. According to (Higbee et al., 2016) another good thing was that the educators’ skill development following the training was evaluated using a performance-based assessment. By guaranteeing that the teaching strategy is assessed according to its efficacy in instruction, this conforms to behavior analytic concepts. Finally, the training included error correction and fading procedures, correcting trainees’ mistakes and gradually reducing prompts to promote independence, reflecting the principles of errorless learning and prompt fading used in behavior analysis.
Several fundamental behavior analysis concepts are incorporated into the teaching strategy described in this article. Regarding the principle of behavior and related theories. It made use of contingency management and reinforcement, giving students instant feedback on how they performed. This helped to promote the proper use of DTT skills by providing positive reinforcement. Additionally, the training was in line with behavioral skills training, or BST, which consists of rehearsal, modeling, teaching, and feedback. Learners were able to practice DTT skills in a controlled setting because to the interactive modules and assessments that were used to convey these components. Through performance-based activities, the study ensured that learners could apply acquired DTT abilities outside of the training context, underscoring the significance of generalization. It also emphasized stimuli control, in which participants were taught to react correctly to particular cues, including providing reinforcement or the right instruction. Lastly, mistake correction was incorporated into the training.
Higbee, T. S., Aporta, A. P., Resende, A., Nogueira, M., Goyos, C., & Pollard, J. S. (2016). Interactive computer training to teach discrete-trial instruction to undergraduates and special educators in Brazil: A replication and extension. Journal of Applied Behavior Analysis, 49(4), 780–793. https://doi.org/10.1002/jaba.329Links to an external site.
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