Comparing Performance Feedback and Video Self-Monitoring Within a BST Package to Train Pre-service Behavior Analysts to Conduct Preference Assessments

Abstract

Behavior skills training (BST) has been shown to be an effective strategy for teaching new skills. Given the evidence suggesting its efficacy for use as a training package, BST should be considered as an option for training future behavior analysts to implement behavior change strategies. Further, training future practitioners to engage in self-monitoring skills may enhance training and promote generalized skills across time. Video self-monitoring is one strategy that can increase efficiency of using this strategy. The current study compares two BST packages, one with instructor feedback and one with video self-monitoring, in a multielement design embedded within a multiple baseline across participants design to train master’s level graduate students to conduct preference assessments. The purpose of this study is to evaluate the effects of performance feedback and video self-monitoring on performance fidelity outcomes of pre-service behavior analysts conducting preference assessments.