Training Graduate Students to Enter Fieldwork Data Using Asynchronous Online Instruction

Abstract

The curr ent study aimed to evaluate the effects of asynchronous online instruction on correct fieldwork data entry for graduate students in behavior analysis preparing to sit for the BACB exam. Previous research has been conducted on using synchronous instructional methods to teach fieldwork data entry. To our knowledge, this is the first examination of a completely asynchronous approach to teaching the new Behavior Analysis Certification Board (BACB) fieldwork requirements (BACB, 2020a). Experimenters focused on the completion of daily fieldwork activities, as well as the completion of monthly fieldwork forms. Participants were 22 graduate students beginning their fieldwork experiences in pursuit of their board certified behavior analyst credential. Most participants did not reach the mastery criterion in baseline after only reviewing the fieldwork resources provided by the BACB for both phases. After undergoing training, all participants scored above the mastery criterion in their completion of both their daily fieldwork logs and monthly forms. • Fieldwork trainees taught to fill in Trackers and monthly forms. • Asynchronous online instruction used to teach data entry using mock fieldwork scenarios. • 18 of 18 participants in the Tracker Training improved from baseline. • 18 of 20 participants in the Monthly Forms Training improved from baseline. • Correct responding for 15 participants generalized to a novel scenario. Data suggest that asynchronous online instruction is an effective method to teach fieldwork data entry. • Social validity data suggest favorable views of the training

Appendices

Appendix 1

Contents of Moodle Lesson Example

Lesson 1

• Topic 1 Video and Rose Scenario Walkthrough (screenshots):

  

  

  

• Closed-Ended Questions in Lesson

  • “On 3/13 Corinne worked with students at the Hathaway Center from 9am-11am.”

  • 1. What type of time is this? – restricted – unrestricted

• 2. What should go here? (matching: A, B, C, D)

  • Setting

  • Time start

  • Time end

  • Client obs

• “On 3/14 Corinne met with her Hathaway Center supervisor Bethany from 12pm-1pm.”

  • 3. What type of time is this? – restricted – unrestricted

• 4.What should go here? (matching: A, B, C, D, E)

  • Supervisor

  • Method of supervision

  • Time supervision start

  • Client obs

  • Notes

-“On 3/15 Corinne graphed data for her Hathaway student from 9am-10am.”

5. Is this correct? (T/F; no)

6. What is wrong? (mult choice: need to move to unrestricted)

B.Appendix 2

All Didactic PPT Slides for Lessons 1-6

Appendix 3

Additional Scenario Examples

Scenario: Trevor

Baseline Probe

Trevor works in a 1:1 classroom for students with developmental disabilities at The Learning Place. He also provides ABA-based home care after school through a company called Milestones. His Learning Place supervisor is Tania. His Milestones supervisor is Lin. His university fieldwork supervisor is Diana. He is completing Concentrated Supervised Fieldwork.

On Monday 3/12, Trevor is observed by Tania while working with a Learning Place student from 9:30am–10am. He updates behavior guidelines for this student from 10am–12pm.

On Tuesday 3/13, Trevor meets with Lin to review a student’s behavior plan from 2pm–2:30pm. He then works with a Milestones student from 4pm–5pm.

On Wednesday 3/14, he reads journal articles from 9am–11am in preparation for group supervision. Trevor then goes to work at The Learning Place and works with students from 12pm–2pm. He then has group supervision with Diana and eight classmates from 4pm–5:30pm via Zoom.

On Thursday 3/15, Trevor sums and graphs data for his student at The Learning Place from 9am–11am. He is then on shift with Learning Place students from 12pm–2pm.

On Friday 3/16, Trevor prepares his group supervision discussion questions from 8am–9am. He works with Milestones students from 10am–11am. He meets with Lin via a phone call to discuss student progress from 1pm–2pm.

Scenario: John

Post-Lesson 1

John works as an ABA tech in a Brigham County Public School preschool classroom for students with IEPs. His Brigham County supervisor is Patricia. His university fieldwork supervisor is Diana. He is completing Concentrated Supervised Fieldwork.

On Thursday 3/15 John met with Patricia via Zoom from 8am–9am to review a new student in the classroom. He worked directly with students from 9am–12pm. John drove to the university and had group supervision with Diana and six classmates from 4pm–5:30 pm.

Scenario: Odette

Post-Lesson 1

Odette works as an RBT in a residential school for children with developmental disabilities, the Bridges Center. Her Bridges supervisor is Nikki. Her university fieldwork supervisor is Diana. She is completing Concentrated Supervised Fieldwork.

On Thursday 3/15 Odette worked with student at Bridges from 12pm–2pm. She then met with her supervisor Nikki to review behavior guidelines from 2pm–3pm. Odette then drove to the university and had group supervision class with Diana and eight classmates from 4pm–5:30 pm.

Scenario: Harriet

Post-Lesson 2

Harriet works for a home-based ABA program, Shooting Stars, as an RBT. Her supervisor at Shooting Stars is Lori Anne. Her university fieldwork supervisor is Diana. She is completing Concentrated Supervised Fieldwork.

On Thursday 3/14 Harriet met with Lori Anne from 9am–10am. She then worked with a client from 10am–12pm. From 1pm–2pm Harriet ran a preference assessment with a client. She then attended group supervision with Professor Diana and six other students from 4pm–5:30 pm.

Scenario: Bruno

Post-Lesson 2

Bruno works in a school for children with developmental disabilities, Rockaway School. His Rockaway School supervisor is Alex. His university fieldwork supervisor is Diana. He is completing Concentrated Supervised Fieldwork.

On Thursday 3/14 Bruno worked with a student at the Rockaway School from 8am–11am. His supervisor Alex then observed him working with a student from 11am–12pm. Bruno then attended group supervision with Professor Diana and eight other students from 4pm–5:30 pm.

Scenario: Ishani

Post-Lesson 3

Ishani provides after school vocational support services to adolescents with ASD for a company called Upward Mobility. She also works on the weekends for an ABA company called ABA-MA. Her Upward Mobility supervisor is Brian. Her ABA-MA supervisor is Georgia. Her university fieldwork supervisor is Diana. She is completing Concentrated Supervised Fieldwork.

On Friday 3/16, Ishani met with Georgia via Zoom from 12pm–1pm to review a new client’s behavior guidelines. She then reviewed journal articles for group supervision from 1pm–2pm. Ishani worked with a client from Upward Mobility from 3pm–4:30pm. She was observed working with the client by Brian from 4:30pm–5pm.

Scenario: Eli

Post-Lesson 3

Eli works as an ABA tech for an Early Intervention provider, Farmstable Early Intervention. His Farmstable supervisor is Meg. He also works for an ABA company providing after school support, Rise LLC. His Rise supervisor is Carlos. His university fieldwork supervisor is Diana. He is completing Concentrated Supervised Fieldwork.

On Friday 3/16, Eli was observed via Zoom working with a Farmstable client from 8am–9:30am by Meg. He modified a behavior program for his Farmstable client from 10am–11am. That afternoon, he trained a new RBT by observing them and providing feedback while they worked with a client at Rise from 3pm–5pm.