The Effects of Remote Instructions, Rehearsal, and Feedback on Preference Assessment Implementation

Ruppel and team trained three new staff to run preference assessments over Zoom. First they sent a short slide deck explaining the steps. Next each staffer rehearsed on camera with a mock client. After that the trainer gave live feedback for five minutes.

They used a multiple-baseline design across the three staff. Fidelity was scored from 20-step checklists filled out by blind observers watching the Zoom recording.

Every staffer jumped from a large share fidelity after slides alone to 90-a large share right after the feedback session. Scores stayed above a large share one week later with no extra coaching.

When the staff ran a new assessment with different toys and a new learner, fidelity stayed high, showing the skill carried over.

Ausenhus et al. (2019) also used Zoom to teach preference assessments, but they gave real-time pointers while the staff worked. Ruppel waited until after the rehearsal, yet both hit mastery. The new study shows you can trim trainer time by batching feedback.

Sivaraman et al. (2020) reviewed nine global telehealth ABA projects and flagged language and cultural tweaks as must-haves. Ruppel kept everything in English with local toys, so future teams should test if the same three-step model works when materials or language change.

Sureshkumar et al. (2024) taught kids first-aid skills through telehealth video prompts. Their strong results line up with Ruppel’s: brief, well-timed remote instruction can lock in skills for people with developmental disabilities, whether you’re training staff or learners.

You can now train staff on preference assessments without leaving your office. Send the slides, watch a five-minute rehearsal on Zoom, give feedback, and you’re done. The skill sticks for at least a week and transfers to new clients, saving drive time and trainer hours.