Remedial Computer-Based Testing and Training for M1 Tank Commanders

1986 ◽  
Vol 30 (14) ◽  
pp. 1452-1455
Author(s):  
B. Leon Elder ◽  
Carolyn D. Harris ◽  
C. Mazie Knerr
Keyword(s):  
Diagnostic Testing ◽  
Training Methods ◽  
Training Time ◽  
Field Activity ◽  
Recent Developments ◽  
Prerequisite Skills ◽  
Student Training ◽  
Computer Based ◽  
Based Instruction ◽  
Student Input

The Training Technology Field Activity (TTFA) at Ft. Knox applies recent developments in technology to meet the training needs of M1 tank commanders. The training includes computer-based instruction to provide remedial training in prerequisite skills. The instruction applies recent advancements in video technology using a state-of-the-art CBI authoring and delivery system. Self administered, microprocessor-based, videodisc supported, testing and instructional courseware was developed for a selected set of remedial tasks for a tank commander course. Training methods were tailored to the characteristics of the tasks using both traditional and innovative, cognitively-based, task-analytic methods. The training was developed and delivered using the MicroTICCIT system. The courseware is menu driven, is student friendly, and requires minimum student training time to use. The light pen is used for all student input. The courseware provides the diagnostic testing, the training for those who fail, and a retest. This paper discusses the tasks that are trained, the technological alternatives considered, and describes methods used to design and present the instruction.

scholarly journals Evaluation of computer-based training to teach staff to implement free-operant preference assessments

2020 ◽  
Author(s):  
◽  
Leanne Hopper
Keyword(s):  
Preference Assessment ◽  
Training Time ◽  
Training Outcomes ◽  
Computer Instruction ◽  
Computer Based Training ◽  
Entry Level ◽  
Free Operant ◽  
Computer Based ◽  
Based Instruction ◽  
The Impact

Computer and video technology emerging over the last few years provide more opportunities to deliver quality staff trainings while increasing efficiency and reducing costs associated with trainings. The purpose of this study is to extend previous research by evaluating the effectiveness of computer instruction training to teach entry level staff to conduct a free preference assessment to be used with adults with developmental disabilities. This study focuses on the impact of utilizing computer instruction, without a trainer present, for entry level staff's competency to (a) implement the target steps of a free-operant preference assessment, (b) score and interpret the results of the data, and (c) maintain competency of skills taught after training is complete. Results of this study demonstrate increased performance of staff's implementation of the target steps of the assessment from a baseline average of 53.6% to 96.6% after training provided via computer-based instruction alone. During generalization phase, staff trainee's average accuracy of completing target steps maintained at 96% accuracy, while maintenance accuracy was 100% accuracy across three trainees two weeks after the training. Outcomes of the current study supports the use of computer-based learning alone as being an effective mode to training staff in less than 40 minutes training time.

Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures

2021 ◽  
pp. 014544552098255
Author(s):  
Jessica L. Amador ◽  
Ruth M. DeBar ◽  
Tina M. Sidener ◽  
Andrew W. Gardner
Keyword(s):  
Functional Analysis ◽  
Public Schools ◽  
Problem Behavior ◽  
Staff Training ◽  
Training Procedure ◽  
Training Time ◽  
Training Tool ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction

Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers several advantages as a staff training tool including less training time, less required supervision, and permits self-paced and individualized training. The efficacy of CBI on procedures of TBFA to practitioners remains unknown. We evaluated the efficacy of CBI teaching procedures of TBFA with 20 practitioners. Results indicate that CBI is an effective and efficient staff training procedure as post-test scores increased following the CBI training across participants with a mean training duration of less than an hour. Three practitioners successfully implemented four conditions of a TBFA with a confederate following CBI training. Following completion of the study, respondents ranked procedures of the CBI as socially valid.

Assessment and Orff Schulwerk Pedagogy

2019 ◽  
pp. 538-560
Author(s):  
Daniel Johnson
Keyword(s):  
Teacher Educators ◽  
Authentic Assessment ◽  
Research Literature ◽  
National Standards ◽  
International Adoptions ◽  
Practical Applications ◽  
Orff Schulwerk ◽  
Recent Developments ◽  
Based Instruction ◽  
Assessment Strategies

This chapter on assessing student learning and Orff Schulwerk examines the foundations of this approach, its focus on creativity, and practical applications of this pedagogy. By reviewing current research literature and international adoptions of the Schulwerk, the chapter focuses on three assessment-related challenges: a lack of clearly defined teaching practices, a de-emphasis of evaluation in the Orff process, and inherent challenges related to assessing creativity. An examination of professional resource documents and recent developments in national standards provides ways to address each of these assessment challenges in Orff-based instruction. A discussion of curricular levels offers more possibilities for enhancing authentic assessment strategies. Practical recommendations for Orff Schulwerk teachers to improve their assessment protocols and implications for teacher-educators conclude this chapter.

A Structured-Training Approach to Teaching Diagnostic Interviewing

1994 ◽  
Vol 21 (3) ◽  
pp. 144-150 ◽  
Author(s):  
Susan M. Bögeis
Keyword(s):  
Mental Health ◽  
Health Professions ◽  
Simulated Patients ◽  
Training Methods ◽  
The Past ◽  
Training Approach ◽  
Interviewing Skills ◽  
Recent Developments ◽  
Approach To Teaching ◽  
Clinical Problems

In this article, recent developments in the teaching of diagnostic-interviewing skills in the mental health professions are discussed. First, the tasks and skills of the diagnostic interviewer are analyzed. Second, empirical evidence on effective interviewing styles is outlined. Third, training methods for teaching diagnostic interviewing are reviewed. A training program, developed to teach diagnostic interviewing to undergraduates, is then described. The program is highly structured, and simulated patients are used to introduce complex clinical problems and to evaluate students’ emerging competencies. Student and trainer satisfaction with the program has been high during the past 6 years.

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