Date of Award:

5-2025

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Special Education and Rehabilitation Counseling

Committee Chair(s)

Thomas S. Higbee

Committee

Thomas S. Higbee

Committee

Audrey Hoffmann

Committee

Casey Clay

Committee

Kaitlin Bundock

Committee

Tyler Renshaw

Abstract

In education and Applied Behavior Analysis, there is growing demand for well-trained entry-level individuals to deliver behavior interventions. Interactive Computer Training allows trainees to access online instruction with video demonstrations, interactive tasks, and feedback, without a live instructor. This training approach could save valuable training time and money. Prior researchers demonstrated these types of training can teach trainees to correctly use behavior interventions. There are gaps in our understanding of Interactive Computer Trainings that limit its successful use. Few studies measured cost-effectiveness, identified the effective features of Interactive Computer Training (e.g., videos, quizzes, feedback), or trained users to deliver effective training practices. The purpose of this study was to reproduce and extend prior research by assessing the active features of Interactive Computer Training to teach training skills with four undergraduate paraprofessionals. This was done by measuring the reliability of training skill use, generalization to an untrained task, long-term skill maintenance, and training development requirements. The results were similar to prior research showing Interactive Computer Training can improve training skill delivery. The features necessary for correct target skill delivery varied across participants, but half required the full training package and performance feedback. Computer training programs that include detailed video examples and knowledge-quizzes, appear to be the most effective for trainee success. Time and cost could be a restrictive factor for training settings that can hinder computer training use and should be a consideration in practice and study. Limitations in the study design and measurement limit the suggestions that can be made regarding the effective components of computer training and its effectiveness to teach training skills. More work must be done to understand how these features and their design can impact skill learning, so more efficient training packages can be designed. Studying these training packages within large-scale settings that require plentiful training efforts (e.g., school districts, organization-wide) could show that Interactive Computer Training can train large groups of people and beneficial skills to directly improve learner success.

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