Exploring Characteristics of Interventionist Training Associated with Improved Learner Outcomes: A Meta-Analysis.
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| Title: | Exploring Characteristics of Interventionist Training Associated with Improved Learner Outcomes: A Meta-Analysis. |
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| Authors: | Anderson, Brianna M. (AUTHOR), Kozluk, Autumn (AUTHOR), Morgan, Marie-Chanel M. (AUTHOR), MacDonald, Melissa A. (AUTHOR), Friedel, Jonathan E. (AUTHOR), Cox, Alison D. (AUTHOR) |
| Source: | Journal of Behavioral Education. Sep2024, Vol. 33 Issue 3, p585-614. 30p. |
| Subjects: | Behavior therapists, Research personnel, Regression analysis, Behavioral research, Students |
| Abstract: | Previous research evaluating behavior skills training and performance feedback has largely examined factors influencing interventionist performance outcomes. However, to our knowledge, researchers have yet to compile existing literature to specifically explore characteristics associated with improved learner outcomes in the context of interventionist training research. In our meta-analysis, we conducted a regression analysis to examine the relationships between improved interventionist performance, interventionist training approach (behavioral skills training versus performance feedback in isolation), behavior domain (skill acquisition, behavior reduction, or both used in combination), and interventionist type on outcomes for learners. Results suggested that while interventionist performance was significantly correlated with improved learner outcomes, the training approach used was not. Behavior domain was found to reliably predict learner outcomes. Namely, training interventionists on protocols featuring both skill acquisition and behavior reduction were associated with better outcomes for learners than either skill acquisition or behavior reduction in isolation. Finally, interventionist type reliably predicted learner outcomes. That is, behavior therapists were positively correlated with larger learner effect sizes compared to other interventionist type, while post-secondary students as interventionists were correlated with the poorest learner outcomes. We end the paper by discussing potential clinical implications and make recommendations for future research. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Previous research evaluating behavior skills training and performance feedback has largely examined factors influencing interventionist performance outcomes. However, to our knowledge, researchers have yet to compile existing literature to specifically explore characteristics associated with improved learner outcomes in the context of interventionist training research. In our meta-analysis, we conducted a regression analysis to examine the relationships between improved interventionist performance, interventionist training approach (behavioral skills training versus performance feedback in isolation), behavior domain (skill acquisition, behavior reduction, or both used in combination), and interventionist type on outcomes for learners. Results suggested that while interventionist performance was significantly correlated with improved learner outcomes, the training approach used was not. Behavior domain was found to reliably predict learner outcomes. Namely, training interventionists on protocols featuring both skill acquisition and behavior reduction were associated with better outcomes for learners than either skill acquisition or behavior reduction in isolation. Finally, interventionist type reliably predicted learner outcomes. That is, behavior therapists were positively correlated with larger learner effect sizes compared to other interventionist type, while post-secondary students as interventionists were correlated with the poorest learner outcomes. We end the paper by discussing potential clinical implications and make recommendations for future research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10530819 |
| DOI: | 10.1007/s10864-022-09504-2 |
