Training Graduate Students to Enter Fieldwork Data Using Asynchronous Online Instruction.

Abstract

The curr ent study aimed to evaluate the effects of asynchronous online instruction on correct fieldwork data entry for graduate students in behavior analysis preparing to sit for the BACB exam. Previous research has been conducted on using synchronous instructional methods to teach fieldwork data entry. To our knowledge, this is the first examination of a completely asynchronous approach to teaching the new Behavior Analysis Certification Board (BACB) fieldwork requirements (BACB, 2020a). Experimenters focused on the completion of daily fieldwork activities, as well as the completion of monthly fieldwork forms. Participants were 22 graduate students beginning their fieldwork experiences in pursuit of their board certified behavior analyst credential. Most participants did not reach the mastery criterion in baseline after only reviewing the fieldwork resources provided by the BACB for both phases. After undergoing training, all participants scored above the mastery criterion in their completion of both their daily fieldwork logs and monthly forms. • Fieldwork trainees taught to fill in Trackers and monthly forms. • Asynchronous online instruction used to teach data entry using mock fieldwork scenarios. • 18 of 18 participants in the Tracker Training improved from baseline. • 18 of 20 participants in the Monthly Forms Training improved from baseline. • Correct responding for 15 participants generalized to a novel scenario. Data suggest that asynchronous online instruction is an effective method to teach fieldwork data entry. • Social validity data suggest favorable views of the training.