Further evaluation of the observer effect to train discrete-trial instruction skills

This study extended prior observer-effect training research by evaluating whether scoring video models improved procedural fidelity when implementing discrete-trial instruction (DTI) with early intervention clients. Fifteen undergraduate students were assessed on implementation of three DTI skills (e.g., matching) following written instructions alone and received asynchronous, online training where they scored video models of DTI implementation using a procedural fidelity checklist. A multiple-baseline design across participants was used to evaluate the efficacy and generalization of the observer effect on procedural fidelity across skills. After scoring a matching video, 73.33% of participants (n = 11) met mastery criteria for implementing matching and 46.67% (n = 7) generalized skills to imitation and listener responding. Consistent with prior research, observation alone produced improvements in procedural fidelity and for most participants, mastery without in vivo modeling, rehearsal, and feedback. Results support observer-effect training as an efficient method for establishing high-fidelity DTI implementation.