The groups in this class will have different assignments for the third group training assignment. Why?
Because we wanted to make sure you all had access to all four components of behavioral skills training as a manual and with needed materials. Group A will complete the PSI. Group B will complete the modeling, rehearsal, and coaching sections. This distribution appears unequal but it is equitable. The response effort required to successfully complete the PSI is very significant so we anticipate it taking approximately the same amount of time for both of these assignments. At the end of the term, each group will post their group training assignment #3 in a discussion board. This will give you access to all four components without having to create all four components.
In addition, you will see the overlap but also the differences that would have to be resolved before both components could be used in a cohesive, comprehensive, and coordinated fashion.
What else is different about this assignment?
Information for group A is immediately below. Group B should scroll down further to find their content. Please note that each group has separate readings that will support your work. I advise everyone to download all of the articles to better prepare them to be a supervisor after they graduate and/or serve in that role.
You should now have the knowledge and skills to decide how you will work together as a group. You are not required to work as subgroups 1 and 2. In addition to the training manual (for a trainer) and training materials (for the trainer to use to train DCS), you will submit a brief summary of how you came together as a team and decided how to structure contributions to this last assignment.
You will still have a contributions log but you will need to create your own checklist. Think of this last assignment as ‘fading’ the intervention of your instructors telling you how to complete these tasks. It is now time for you to generalize what you have learned and demonstrate more independence. Having stated that all students should access their instructor if they believe there are problems with how the team is proceeding. Your instructor may meet with you individually and/or with your group to ensure equitable contributions and high-quality submissions.
This assignment is points-based. You have had the opportunity to revise your work throughout the term. We are at the end of the term and have found students often become anxious about the idea of an incomplete major assignment as they approach the end of the term. This is another reason to attend office hours and/or post meaningfully on the community thread. The more information you have, the greater the likelihood you will earn more points
Now…let’s dig into the details.
Group 1
Do you want to know which resources will most likely help you develop this PSI for your community?
Here is the PowerPoint lecture and instructions for creating a PSI: Personalized System of Instruction_fall 2024-1.b.pptxDownload Personalized System of Instruction_fall 2024-1.b.pptx
Please note that this assignment requires both a fully functioning PSI and the first part of a training manual.
PSI Group – Required: Martinez, S., & Mahoney, A. (2022). Culturally sensitive behavior intervention materials: A tutorial for practicing behavior analysts. Behavior Analysis in Practice, 15, 516-540.
A personalized system of instruction for training front-line staff: A quality improvement projectLinks to an external site. (click link and download full-text .pdf)
Aperian: 9 tips for high impact presentations across culturesLinks to an external site. (click link — these tips are helpful but don’t forget you are not giving a ‘live’ presentation. You will have audio files to supplement the visuals.
What are common errors in this assignment?
Misunderstanding the target audience:
This PSI is to train DCS so they acquire critical knowledge.
Relatedly, a common error is to create a PSI for someone who is studying to be a behavior analyst. Instead, you are creating this PSI with the DCS you have been describing in your previous two group training assignments. The PSIs should be technically precise but easily understood. They should not be overwhelming and should include consideration of points made in both the Mittelman & Martinez articles.
Failing to include a hypothetical proctor or to explain the role of a proctor based both on your agency and on what role a proctor plays (there is more about this in the .ppt lecture).
Not explaining how to use the PSI before the title slide. How will they know how to get to the second slide unless you put that before the title slide?
Knowledge Checks (KC)
Too many slides and/or too much content before inserting a knowledge check (KC) question.
Having KC questions in a format other than a multiple choice question with four options.
Readability of KC questions
Giving the correct item on a KC question when an error is made instead of hyperlinking to the very beginning of the subsection so DCS can review the content
Content:
Including too long of a review of foundational content
Adding more than is required
Overlooking critical content
Providing insufficient information about critical content
A failure to include all critical content as described in the PowerPoint.
Providing too much information on slides (it is better to have more slides that are easier for the DCS to follow).
Hyperlinking incorrectly (e.g., they do not have to review relevant materials or they have to review too many materials if they make a mistake on a knowledge check question).
Putting citations on every slide. This can be off-putting to our DCS so a resources section at the end (with the acknowledgement these resources were used to develop this training) is best
Tone:
Inadequate attention to cultural responsivity.
Assuming someone with a high school degree is not smart.
Providing audio files that are unclear/
Textual or audio content having an authoritarian (or even unwelcoming) tone
Including unnecessarily complex language that is too technical for the target audience, or do not enhance what information provided on the slide.
Skimming over difficult topics (e.g., teaching staff about assent/consent/abuse). This tone suggests these topics are devalued.
Naming the files incorrectly (always include the course number (SPCE691), your section number and your group letter (A).
Neglecting to upload all required materials. Note: Your instructor may return the assignment with an incomplete if they notice this error. This will speed up grading for the other group. Your instructor is responsible for supporting all of the students in this class and their time management skills are needed as much as you need to use these skills!
Weak use of white spaceLinks to an external site. (and overwhelming the DCS with too much content on a slide)
Training manual
Providing too generic of a literature review – it should focus on your DCS, setting, etc.
Unnecessary redundancies (e.g., same item defined in more than one place)
Failing to connect the PSI to the PAC/C
Creating the manual for DCS instead of for the trainer
Relying on old references because you didn’t work with a librarian to identify newer articles
Forgetting that the people reading the training manual are qualified but should always review the literature before providing training.
Forgetting to include the introduction and jumping right into the literature review
Overlooking citations in the manual.
More helpful hints
If you develop your document in Google docs, know that there will likely be formatting errors when you convert it to Word. It would be best if you took the time to correct these formatting problems before uploading your document.
If you develop your document in Google Slides, not only will there be formatting errors but your audio files, transitions, and animations are not likely to work. Consider waiting to add those after you have converted to PowerPoint for this submission.
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