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Training Supervisors to Provide Performance Feedback Using Video Modeling with Voiceover Instructions

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Behavior Analysis in Practice Aims and scope Submit manuscript


Supervisors commonly use feedback to teach staff members to implement behavioral interventions. However, few studies have evaluated methods to teach supervisors to provide effective feedback. We used a multiple-baseline design to evaluate the use of video modeling with voice-over instruction to train 4 supervisors to provide performance feedback to a confederate therapist implementing a guided-compliance procedure. We assessed supervisors’ accuracy with implementing 8 feedback component skills during scripted role-plays before and after video modeling. We also assessed the extent to which supervisors’ skills generalized when providing feedback to a confederate therapist implementing novel behavioral procedures (i.e., discrete-trial training and mand training) and an actual therapist implementing the guided-compliance procedure with a child with autism. All supervisors mastered the feedback component skills following video modeling. Overall, the results of the current study suggest that video modeling may be an efficacious and efficient method to train supervisors.

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Author Note

Natalie Shuler, Department of Psychology, West Virginia University; Regina A. Carroll, Department of Psychology, University of Nebraska Medical Center’s Munroe-Meyer Institute.

We would like to thank Jennifer Owsiany and Victoria DiSciullo for their assistance with creating videos for this study. This study was based on a master’s thesis submitted by the first author, under the supervision of the second author, to the graduate school at West Virginia University in partial fulfillment for the requirements of a MS in psychology.


The authors received no financial support for the research, authorship, and/or publication of this article.

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Correspondence to Regina A. Carroll.

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The authors declare that they have no conflicts of interest.

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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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Research Highlights

• Video modeling with voice-over instruction led to improvements in supervisors’ accuracy with implementing eight component skills of a performance feedback procedure.

• Video modeling with voice-over instructions may be an efficient alternative to multicomponent interventions that have been used in previous studies to teach supervisors to provide performance feedback.

• Assessing mastery of a supervisor’s skills during scripted role-plays with confederates may be predictive of a supervisor’s performance with an actual therapist.

• Additional training may be required for some supervisors to implement component skills of performance feedback at mastery level when providing feedback to a therapist implementing novel behavioral procedures.

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Shuler, N., Carroll, R.A. Training Supervisors to Provide Performance Feedback Using Video Modeling with Voiceover Instructions. Behav Analysis Practice 12, 576–591 (2019).

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