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<p>This study investigated the effects of the teach-back method for training instructional staff to conduct a multiple stimulus without replacement (MSWO) preference assessment. The teach-back method was applied with three instructional staff participants in a center-based program where ABA-based services were provided. A single-subject nonconcurrent multiple probe across participants experimental design was used to assess procedural fidelity. A social validity measure was also used to assess participants’ perception of the teach-back method. Results demonstrated that all participants’ procedural fidelity improved following teach-back instruction, with one participant requiring additional feedback. Follow-up data were collected on average 8.5 weeks (range 36–74 days) after their last observation with 87.9% fidelity across participants (range 73.6–100%). Social validity measures indicated that instructional staff found the teach-back method acceptable, feasible, and appropriate for learning how to conduct the preference assessment. Overall, findings suggest that the teach-back method may be a viable alternative to traditional training methods in ABA, warranting further investigation into its applicability and potential modifications for enhanced effectiveness.</p>

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Testing the Teach-Back Method with Instructional Staff to Increase Procedural Fidelity of Instruction for Children with Disabilities

  • 期刊论文

  • 发表日期：

    2025年2月18日

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  • Chantel J. Browne,
  • Jennifer J. McComas,
  • Pernilla Meyer,
  • Dylan Kistler

摘要

This study investigated the effects of the teach-back method for training instructional staff to conduct a multiple stimulus without replacement (MSWO) preference assessment. The teach-back method was applied with three instructional staff participants in a center-based program where ABA-based services were provided. A single-subject nonconcurrent multiple probe across participants experimental design was used to assess procedural fidelity. A social validity measure was also used to assess participants’ perception of the teach-back method. Results demonstrated that all participants’ procedural fidelity improved following teach-back instruction, with one participant requiring additional feedback. Follow-up data were collected on average 8.5 weeks (range 36–74 days) after their last observation with 87.9% fidelity across participants (range 73.6–100%). Social validity measures indicated that instructional staff found the teach-back method acceptable, feasible, and appropriate for learning how to conduct the preference assessment. Overall, findings suggest that the teach-back method may be a viable alternative to traditional training methods in ABA, warranting further investigation into its applicability and potential modifications for enhanced effectiveness.