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Creating and Sharing Digital ABA Instructional Activities: A Practical Tutorial.

Stephanie L Mattson1, Thomas S Higbee1, Juliana Aguilar1

  • 1Department of Special Education and Rehabilitation, Utah State University, Logan, UT 84322-2865 USA.

Behavior Analysis in Practice
|August 25, 2020
PubMed
Summary
This summary is machine-generated.

Board Certified Behavior Analysts (BCBAs) can use Google applications to create digital learning activities when in-person services are not possible. This guide offers practical steps for developing and sharing these remote instructional tools.

Keywords:
AutismTechnology-based learningTelehealth

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Area of Science:

  • Applied Behavior Analysis
  • Educational Technology

Background:

  • The COVID-19 pandemic highlighted the need for remote service delivery in Applied Behavior Analysis (ABA).
  • Traditional in-person therapy delivery for Board Certified Behavior Analysts (BCBAs) can be disrupted by unforeseen circumstances.
  • Digital instructional activities present a viable alternative for ABA services when direct client contact is limited.

Purpose of the Study:

  • To provide a practical guide for BCBAs on creating and implementing digital instructional activities.
  • To demonstrate the utility of Google applications (Slides, Forms, Classroom) for ABA service delivery.
  • To offer task analyses for developing independent and caregiver-supported digital learning materials.

Main Methods:

  • Task analyses were developed for basic Google Slides functions.
  • Methods for creating independent and caregiver-supported digital instructional activities were outlined.
  • Strategies for sharing digital activities with clients and caregivers were detailed.
  • Recommendations for the practical implementation of digital ABA interventions were provided.

Main Results:

  • Google applications offer a flexible platform for developing and disseminating digital ABA instructional activities.
  • Structured task analyses facilitate the creation of engaging and effective remote learning materials.
  • Caregiver involvement in digital interventions can be effectively supported through specific activity designs.
  • Practical recommendations enhance the successful integration of digital tools into ABA practice.

Conclusions:

  • Digital instructional activities, facilitated by tools like Google applications, are a valuable and adaptable approach for BCBAs.
  • The methods described enable BCBAs to maintain service continuity during disruptions to in-person therapy.
  • Implementing digital strategies requires careful planning, task analysis, and consideration of caregiver support.