Date of Award

8-2010

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Dr. R. Wayne Fuqua

Abstract

Discrete trial teaching (DTT) is the most common techniques incorporated into intensive behavioral intervention programs for children diagnosed with autism. Errorless learning (EL) prompt fading strategies are frequently recommended during DTT because they often result in more efficient and effective instruction. Several variables may prevent agencies from offering extensive supervised training to instructors; therefore, timeefficient DTT staff training protocols are needed. The purpose of the present study was to conduct a sequential analysis of the efficacy of three methods for teaching errorless DTT procedures to novice instructors. These methods included: (a) a self-instruction manual, (b) an instructional video, (c) and brief performance feedback. Three participants, with mean baseline performance ranging from 24.6% to 49.1% accurate, mastered DTT following self-instruction with mean performances ranging from 8 6% to 93.3% accurate. Three additional participants, with mean baseline performances ranging from 22.6% to 36.8% accurate progressed through self instruction with means ranging from 39.7% to 72.3% accurate, video modeling with means ranging from 52.6% to 82.6% accurate, and finally reaching mastery following performance feedback with means ranging from 94.2% to 96.2% accurate. The current makes three contributions to the literature: (a) illustrating an efficient, sequential analysis of staff training procedures, (b) introduction of an improved self-instruction manual which was demonstrated as an efficient staff training tool for some participants, and (c) clearly delineated guidelines for implementing an EL prompt fading strategy during DTT.

Access Setting

Dissertation-Open Access

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