Teaching behavior analysts to create multiple baseline graphs using SigmaPlot

The field of applied behavior analysis (ABA) has utilized telehealth for clinical supervision and caregiver consultation and has produced research providing evidence for the efficacy of both modalities. Research demonstrating effectiveness is crucial, as behavior analysts must ensure the services they provide are effective in order to be ethical. With the increased need for patients to access more telehealth direct services, the current study evaluated the efficacy of telehealth direct therapy to teach new skills to individuals with autism spectrum disorder (ASD). This study examined the utility of natural environment teaching and discrete trial training strategies provided over a videoconferencing platform to teach new skills directly to eight individuals with ASD. The skills acquired by each individual were taught solely through telehealth direct therapy and included skills in the language, adaptive, and social domains. In a multiple baseline design, all eight individuals acquired mastery for all targets; additionally, generalization was assessed to caregivers for some targets. The evidence suggests that telehealth is a modality that is effective and can be considered for all patients when assessing the appropriate location of treatment.

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Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0501.67 ◽

1996 ◽

Vol 5 (1) ◽

pp. 67-78 ◽

Cited By ~ 3

Author(s):

Kenyatta O. Rivers ◽

Linda J. Lombardino ◽

Cynthia K. Thompson

Keyword(s):

Word Recognition ◽

Multiple Baseline ◽

Single Subject ◽

Group Training ◽

Complex Structures ◽

Multiple Baseline Design ◽

Baseline Design ◽

Phonological Decoding ◽

The Third ◽

Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

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Academic Edge: A Closer Look at Certification Changes for Behavior Analysts

ASHA Leader ◽

10.1044/leader.ae.19042014.np ◽

2014 ◽

Vol 19 (4) ◽

Cited By ~ 1

Author(s):

Amy Donaldson

Keyword(s):

Behavior Analysts

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Increasing Complex Syntax Use in Written Language in School-Age Students: A Multiple-Baseline Study of Sentence Combining

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp3.sig16.4 ◽

2018 ◽

Vol 3 (16) ◽

pp. 4-19

Author(s):

Celeste Domsch ◽

Linda R. Rodriguez ◽

Laura E. Titzman ◽

Ellen Kester

Keyword(s):

Written Language ◽

Multiple Baseline ◽

School Age ◽

Baseline Study ◽

Sentence Combining ◽

Complex Syntax

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Academic Course Evaluation

European Psychologist ◽

10.1027/1016-9040.14.4.297 ◽

2009 ◽

Vol 14 (4) ◽

pp. 297-306 ◽

Cited By ~ 25

Author(s):

Edith Braun ◽

Bernhard Leidner

Keyword(s):

Higher Education ◽

Education Reform ◽

Bologna Process ◽

Course Evaluation ◽

Higher Education Reform ◽

Teaching Behavior ◽

Personal Benefit ◽

Quality Of Higher Education ◽

Confirmatory Factor ◽

The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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