Instructing University Students to Conduct Discrete-Trials Teaching with Video-Modeling and Feedback during Role-Playing Sessions

Luca Vascelli, Elisa Serafini, Nicola Palena, Francesca Cavallini


Introduction. Using video modeling to teach discrete trial teaching (DTT) to professionals is a practice present in literature. In this study, we wanted to verify if viewing a video with embedded instructional materials, combined with descriptive feedback on performance during the intervention phases, could increase the accuracy of DTT execution in university students during role-playing sessions.

Methods. The participants in this study were 16 students enrolled in the last year of educational courses at an Italian university. The study took place during two lectures held in a university classroom lasting five hours. We used a pre and post-video-modeling design to measure the participants' performance by evaluating the percentage of steps composing a discrete trial completed correctly.

Results. The results showed that all participants rapidly improved their performance through video modeling. We also measured social validity.

Conclusion. The implications for Italian professionals working in autism spectrum disorder therapy regarding job skill acquisition are examined. Limits and suggestions for future research are discussed.

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