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Trial and Error and Algorithm

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A problem-solving strategy is a plan of action used to find a solution. Different strategies have distinct action plans. Trial and error involves trying different solutions until one works. For instance, to fix a broken printer, you might check ink levels, ensure the paper tray isn't jammed, and verify the printer's connection to your laptop. This method can be time-consuming but is commonly used. Thomas Edison, for example, used trial and error to find a suitable filament for the light...

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Related Experiment Video

Updated: Nov 12, 2025

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures.

Jessica L Amador¹, Ruth M DeBar¹, Tina M Sidener¹

¹Caldwell University, NJ, USA.

Behavior Modification

|March 17, 2021

Summary

This summary is machine-generated.

Computer-based instruction (CBI) effectively trains school staff in trial-based functional analysis (TBFA) for children's problem behavior. This efficient method requires less than an hour and leads to successful implementation of TBFA procedures.

Keywords:

computer-based instruction staff training trial-based functional analysis

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Area of Science:

* Applied Behavior Analysis
* Educational Psychology

Background:

* Children with problem behaviors frequently attend public schools.
* Identifying environmental triggers for problem behavior is crucial for effective intervention.
* Staff training in functional analysis methods must be efficient and effective.

Purpose of the Study:

* To evaluate the efficacy of computer-based instruction (CBI) for teaching trial-based functional analysis (TBFA) procedures.
* To determine if CBI is an efficient training method for school practitioners.

Main Methods:

* Twenty practitioners received CBI training on TBFA procedures.
* Post-test scores were used to assess knowledge acquisition.
* The ability of practitioners to implement TBFA conditions was observed.

Main Results:

* CBI significantly increased post-test scores across all participants.
* The average training duration was less than one hour.
* Three practitioners successfully implemented four TBFA conditions post-training.

Conclusions:

* CBI is an effective and efficient method for training practitioners in TBFA.
* CBI-delivered TBFA training is perceived as socially valid by practitioners.
* This approach supports better identification of variables influencing problem behavior in schools.