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Using E-Learning Modules to Teach Ongoing-Visual Inspection of Functional Analyses: A Replication and Extension
Romero, Ashley Nicole
Romero, Ashley Nicole
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Abstract
Functional analyses (FAs) are empirical demonstrations of cause-effect relations between the environment and behavior (Skinner, 1953). An FA is determined to be complete when a behavior analyst has identified the function(s) maintaining the problem behavior or decides that continuing the analysis will not yield helpful information (Retzlaff et al., 2020). The current study sought to replicate and extend findings of Retzlaff et al. (2020) by remotely training students enrolled in an online master’s program or enrolled in an ABAI-verified course sequence certification program how to interpret results and identify behavioral function during FAs using ongoing-visual inspection and e-learning modules. Results suggested our e-learning module was not effective for participants regardless of whether criterion lines were included (Study 1 and Study 2). Participants in both studies required additional feedback to meet mastery criteria. Subsequently, analyses of the errors made by participants in Study 1 and Study 2 were conducted to inform modifications to our e-learning module. Study 3 evaluated the effectiveness of a modified e-learning training, and preliminary results suggest the revised e-learning module was effective for two of three participants. However, the third participant required additional feedback to meet mastery criteria.
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Date
2022-08-31
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University of Kansas
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Keywords
Behavioral psychology, computer-based training, e-learning modules, Functional analysis, ongoing-visual inspection, structured criterion lines, visual inspection