Teaching Partial-Interval Recording of Problem Behavior with Virtual Reality

Seth A. King; Chaidamoyo Dzenga; Taneal Burch; Krystal Kennedy

doi:10.1007/s10864-019-09363-4

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Teaching Partial-Interval Recording of Problem Behavior with Virtual Reality

Journal article

Peer reviewed

Teaching Partial-Interval Recording of Problem Behavior with Virtual Reality

Seth A. King, Chaidamoyo Dzenga, Taneal Burch and Krystal Kennedy

Journal of behavioral education, Vol.30(2), pp.202-225

06/01/2021

DOI: 10.1007/s10864-019-09363-4

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Abstract

Virtual reality (VR) places individuals within a simulated experience using an array of visual, auditory, and tactile interfaces. Research suggests VR, which facilitates the rehearsal of actual job duties and performance assessment during training, may improve professional development across a range of disciplines. Although studies incorporating technology into professional development for educators are increasingly common, few have examined the potential for VR as a training tool. Direct observation represents a fundamental skill for professionals involved in behavior change. The present study evaluated the effectiveness of an automated simulation in teaching graduate and undergraduate students ( N = 31) to collect partial-interval recording data pertaining to inappropriate behavior. Participants were randomly assigned to either a control condition or intervention condition consisting of a brief simulated observation of a student exhibiting problem behavior. Results suggest participants who used VR were more confident in their ability to collect data; however, evidence for improved outcomes related to data collection was not identified. These mixed findings provide tentative support for further research in this area.

Behavioral Science and Psychology

Child and School Psychology

Learning and Instruction

Original Paper

Psychology

Details

Title: Subtitle: Teaching Partial-Interval Recording of Problem Behavior with Virtual Reality
Creators: Seth A. King - University of Iowa
Chaidamoyo Dzenga - Tennessee Technological University
Taneal Burch - Tennessee Technological University
Krystal Kennedy - Tennessee Technological University
Resource Type: Journal article
Publication Details: Journal of behavioral education, Vol.30(2), pp.202-225
Publisher: Springer Nature
DOI: 10.1007/s10864-019-09363-4
ISSN: 1053-0819
eISSN: 1573-3513
Grant note: FR0187 / Tennessee Technological University
Language: English
Date published: 06/01/2021
Academic Unit: Teaching and Learning
Record Identifier: 9984371276902771

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