Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 5 Typically performance-based training is conducted in a face-to-face format (e.g., Ryan, & Ilemmes, & Sturmey, 2004), although there have been efforts to evaluate the potential of online instruction with webcams and communication software (Desrochers & DiCesare, 2013). Initially, the learner’s training typically occurs with the instructor during role play simulations and once a mastery criterion has been met, skill training with the learner working with the client may occur. Advantages to structured role play are that a wider array of contextual possibilities (e.g., various client characteristics, functions, settings, etc.) can be presented to enhance the learner’s acquisition and generalization of skills. See the Table 20 below for an example of a performance-based training data sheet. 72
Instruction in Functional Assessment Chapter 5 Table 20 An example of a performance-based training data sheet Trainer: Mrs. Smith Child: Siana Situation: Playtime Date: 1/20/2014 Skill being taught: Effective use of positive reinforcement Description of Skill: See steps below Goal: Correct use of positive reinforcement Training criteria: 100% correct on all steps for 3 consecutive sessions Step On Each Trial Record: X 0 Comments Uses contingent reinforcement—delivered immediately (within 3-5 s) following correct response 1 2 3 4 5 6 7 8 9 10 11 12 Provides a descriptive praise statement mentioning the behavior e.g., “Nice sitting!” 1 2 3 4 5 6 7 8 9 10 11 12 Provides enthusiastic praise in terms of voice intonation Delivers preferred item, as appropriate Steps performed well: 1 2 3 4 5 6 7 8 9 10 11 12 1 2 X 3 X 4 X 5 6 7 8 9 10 11 12 Steps that need correction: The type of consequences for correct implementation of procedures taught using performance-based training may be important. DiGennaro, Martens, and Kleinmann (2005) conducted a study in which classroom teachers were taught procedures to decrease the problem behavior of their students. These researchers compared goal setting and daily written feedback delivered to teachers to another condition in which teachers were provided with performance feedback and could avoid a consultation meeting (i.e., a negative reinforce) if all of the procedural steps were performed correctly. The latter condition resulted 73
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The Missing Link: An Introduction t
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©2014 Marcie Desrochers & Moira Fa
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Reviewer’s Notes Instruction in F
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Table of Contents Preface Chapter 1
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college students and pre-profession
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Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessmen
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Chapter 2 The Methodology of Functi
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Instruction in Functional Assessment, 2014a

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