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Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures

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Abstract

Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.

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Acknowledgments

We thank Lauren Austin, Shweta Ghayal, Sabrina Kelly, Nora Bostic, Carolina Lenis Jennifer Gutierrez, Dana Janots, Sabrina Kelly, Nicole Adamo, and Lisa Trucil for their assistance in various aspects of this study.

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Correspondence to Jason C. Vladescu.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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This article is based on a thesis submitted by the first author, under the supervision of the second author, at Caldwell University in partial fulfillment for the requirements of the Master of Arts in Applied Behavior Analysis.

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Giannakakos, A.R., Vladescu, J.C., Kisamore, A.N. et al. Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures. Behav Analysis Practice 9, 126–134 (2016). https://doi.org/10.1007/s40617-015-0097-5

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