Unit 3 Flashcards
Aubrey Daniels Video
Current system is set up so pay is not contingent upon performance
Current Repertoire
Zane - fads
Pipkin - Spreading ABA breadth with teachers
Cunningham & Austin (2007)
Task Clarification and feedback on hands free technique of operating room staff (safe passing of sharp instruments)
Design, multiple baseline across participants
Limitations: too short for comparison to injury report, package, so no component analysis
Austin et al. (2005)
Task clarification, graphic feedback, and verbal feedback on restaurant closing duties
design: multiple baseline with limited component analysis
limitation: only limited component analysis, not data on individuals
Rice et al (2009)
task clarification and social praise on greetings and closings at a grocery store
informal FA using PDC
Design: multiple baseline across behavior
Results, significant increase in adherence, maintained for employees that were trained, but not for new employees who had not been trained
Limitations:low acceptability of social praise no component analysis (pseudo component analysis?) does not validate PDC as a FA tool only 2 parts of a multiple baseline, so limited internal validity
PDC
Performance Diagnostic Checklist
a tool used to analyze skills and potential areas of improvement in across 4 categories:antecedents, knowlege and skills, equipment and processes, consequences
design: multiple baseline across behavior
Clayton et al. (2006)
Holding signs on seat belt and cell phone use
multiple baseline across behaviors w/ reversal
results, slight increase in seat belt compliance and tiny in cell phone compliance,
used compliance and post prompt data
limitations: low rate of cell phone use, disparity between experience and legality of target behaviors, responding = fumbling
Clayton & Helms (2010)
Please buckle up vs clickit or ticket
multielement design
confounds: active police click it or ticket campaign, previous please buckle up study on campus
both belt use and buckling up increased, more so for click it or ticket
Van Houten et al. (2011)
piston provided negative force on the accelerator if sealt belt was not put on after going 30 mph in carpet cleaning vans
result immediate full compliance
limitation: baseline, no one knew target, treatment they were trained on device
Miltenberger (2008)
Teaching firearm safety skills to children using BST
both groups could identify the correct steps but only BST group could demonstrate, although most failed in situ assessment
follow up studies used in situ assessment with in situ training as a follow up with more generalization success
3 methods of assessment
in situ assessment (mock safety threat)
skills assessment (role play)
knowledge assessment (description only)BST
information, model, rehearse, feedback, repeat
Miltenberger (2008) guidelines
Guidelines:
Identify safety skills to be taught
identify all variations of threat
use natural stimuli during training
use BST
use in situ assessment
if in situ ass = fail, use in situ training, else reinforce
continue to conduct in situ ass at periodic intervals of a few months
Carr & Leblanc
Abduction prevention skills using BST and in situ feedback
nonconcurrent multiple baseline across participants
4 types of lures: simple, incentive, authority and assistance request
if score of less than 4 during post-training or follow up follow up, observer did in situ
Conclusion: BST is useful for teaching and in situ is useful for maintenance
limitations:
confederates were female, 95% of abductors are male
no component analysis
some reports were inferred
generalization only assessed for 1 of 3 participants
Hoch et al. (2009)
Teaching participants with autism to answer a cell phone and seek help when lost in the community using prompting and reinforcement
design: multiple baseline probe
prebaseline, baseline, pretraining, training, community training, post training
Limitations:
opportunities for data collection were hard to arrange
inconsistent responding during community probes
did not assess discrimination of being lost
