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Running Head: Training Tutors and Parents on Discrete-Trials Teaching

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Running Head: Training Tutors and Parents on Discrete-Trials Teaching Running head: Training tutors and parents on discrete-trials teaching Training Tutors and Parents to Implement Discrete-Trials Teaching with Children Diagnosed with Autism by Daniela Fazzio A Dissertation submitted to the Faculty of Graduate Studies in partial fulfilment of the requirements of the degree of PhD Department of Psychology University of Manitoba Winnipeg Copyright © 2007 by Daniela Fazzio Training tutors and parents on discrete-trials teaching To Toby Training tutors and parents on discrete-trials teaching Acknowledgements I thank… My advisor Dr. Garry Martin for giving me so much of what I wanted the most from this journey: learning. I wish it were measurable like gold or diamonds, and then it would be much easier to convey the magnitude of my gratitude. It has been a great honour to be his student. My committee for their contribution to such a positive experience and successful project. St. Amant and the St. Amant Research Centre for supporting the research, and the parents and children who participated for their interest, support, and commitment. My team of helpers for their diligent work and their appreciation and respect for the importance that I attribute to the methodological integrity of this project. My mom, as I have at each milestone, for how she brought me up, for her remarkable investment, for fostering the values that would define me and permeate my every step; and all without even knowing that her strategies were best practice. Also for keeping strong through this long time apart in acknowledgement of the only thing that could stray me from my dreams. Toby for being by my side, assuring me love, sharing his brilliance, for being so honest, for giving so much, trying so hard, outdoing his limits; for making me better. Toby’s family for taking me in, sharing their life and giving me one. Nickie for our unspoken complicity, for the hugs, smiles, the sincere encouragement, and abundant love. My dad for finally discovering me, for letting me know him, and for taking very good care of himself. Maria Amália for planting the seed with Science and Human Behavior in a distant 1993, and for her mentorship and support since then. PUC, it would never have been the same without you. Angela for inviting me here, for always being there for me, for recognizing and validating my work and everything that I bring to it. iii Training tutors and parents on discrete-trials teaching Abstract Discrete-trials teaching (DTT) is one of the principal techniques used in Applied Behaviour Analysis programs for children with autism. Although the demand for training individuals to implement DTT is high, published studies on strategies to do so are few. I conducted two experiments to investigate a training package for teaching individuals to implement DTT. In Experiment 1, I used a modified multiple-baseline design to evaluate the training package for teaching five university students to implement DTT to teach three tasks to a confederate role- playing a child with autism. Also, in an AB within-subject design with each participant, I compared two components of the training package, a Self-Instructional Manual and Feedback plus Demonstration. Experiment 2 was a systematic replication of Experiment 1, with 2 teaching assistants, a resource teacher, and 3 parents of children with autism as participants. In both experiments I assessed the generalization (G1) of participants’ ability to implement DTT (while teaching the confederate) to teach tasks not targeted for Feedback plus Demonstration, as well as generalization (G2) of DTT while teaching a child with autism. After an average of approximately 3 hours to master the self-instructional manual, participants’ DTT accuracy in both experiments improved from an average of 34% in Baseline to an average of 61% following the Self-Instructional Manual. Results appeared to be due to the Self-Instructional Manual phase for 9 of the 11 participants. Following an average of 35 minutes of Feedback plus Demonstration of DTT of one task, participants’ DTT accuracy improved to an average of 91% while teaching a confederate. The improvement appeared to be due to the intervention with 10 of the 11 participants. The participants’ DTT accuracy averaged 90% during G1 and 86% during G2. These results demonstrate that this training package has considerable potential for teaching DTT to tutors, educational assistants, and parents of children with autism. iv Training tutors and parents on discrete-trials teaching Table of Contents Acknowledgements ...........................................................................................................iii Abstract ..............................................................................................................................iv List of Figures .................................................................................................................. vii Introduction ........................................................................................................................1 Literature Review ...............................................................................................................3 Statement of the Problem ................................................................................................. 14 Experiment 1 .................................................................................................................... 15 Method......................................................................................................................15 Participants and Setting ............................................................................................15 Materials ...................................................................................................................15 Target Behaviours and Data Collection ...................................................................16 Figure 1. Trainer Data Sheet ....................................................................................17 Experimental Design and Phases..............................................................................18 Figure 2. Feedback Form..........................................................................................23 Interobserver Agreement ..........................................................................................26 Treatment Integrity...................................................................................................27 Social Validity..........................................................................................................28 Results ......................................................................................................................28 Figure 3. Percent Correct Responses in Experiment 1 .............................................29 Experiment 2 .................................................................................................................... 32 Method......................................................................................................................32 v Training tutors and parents on discrete-trials teaching Participants and Setting ............................................................................................32 Materials ...................................................................................................................32 Target Behaviours and Data Collection ...................................................................33 Experimental Design and Phases..............................................................................33 Interobserver Agreement, Treatment Integrity, and Social Validity........................33 Results ......................................................................................................................34 Figure 4. Percent Correct Responses in Experiment 2 .............................................35 Discussion ........................................................................................................................ 38 References ........................................................................................................................ 41 Appendix A. Abbreviated Instructions and Accompanying Data Sheets ......................... 47 Appendix B. Self-Instructional Manual............................................................................ 53 Appendix C. Pictures for Task 1....................................................................................... 77 Appendix D. Pictures for Task 2....................................................................................... 78 Appendix E. Confederate Scripts...................................................................................... 79 Appendix F. Treatment Integrity Data Sheet Example..................................................... 82 Appendix G. Social Validity Questionnaire Example...................................................... 83 vi Training tutors and parents on discrete-trials teaching List of Figures Figure 1. Trainer Data Sheet .............................................................................................17 Figure 2. Feedback Form...................................................................................................23 Figure 3. Percent Correct Responses in Experiment 1......................................................29 Figure 4. Percent Correct Responses in Experiment 2......................................................35 vii Training tutors
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