Developing Remote Delivery of Language and Cognitive Training for Use With Children With Autism: A Technological Report
You can build and run remote DTT and chained-task lessons with free software and a webcam.
01Research in Context
What this study did
Belisle et al. (2021) built a way to run discrete-trial and chained-task lessons through a computer. Kids see the lesson on their screen. The tutor can watch through a webcam or control the mouse from miles away.
They used everyday tools: PowerPoint, Google Forms, and free video-call apps. No fancy hardware needed.
What they found
The paper is a tech report. It shows how to set up the system, not whether kids learn faster. No child outcome data are given.
How this fits with other research
Bergmann et al. (2021) give you the Zoom tricks to run full therapy sessions. Belisle adds the piece that lets the child click answers on their own screen while you watch.
Perez et al. (2015) already proved telehealth ABA can cut problem behavior by over 90%. Belisle does not test learning gains, so it extends the toolkit rather than contradicts.
Barkaia et al. (2017) coached therapists across continents with simple video calls. Belisle uses the same low-bandwidth idea, but aims the camera at the child’s computer instead of the adult.
Why it matters
You now have a recipe for turning any DTT or chaining program into a remote lesson in one afternoon. Share the slide deck, open a video call, and keep your data sheet in Google Forms. Try it next time a family cancels because of weather or illness.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Turn your next DTT program into a PowerPoint with clickable answers and e-mail the link to the parent.
02At a glance
03Original abstract
Remote delivery of language and cognitive training is becoming increasingly prevalent within special education settings, and the recent COVID-19 pandemic has challenged many providers to pivot to telehealth models. This technical article outlines a procedure for developing computerized discrete-trial training programs using commonly available software, as well as a description of how to adapt this strategy to teach chained tasks remotely. Within this article, we describe how to establish unidirectional and bidirectional remote interfaces to work directly with learners. Finally, we conducted a field test of these approaches with programs adapted from two standardized curricula: PEAK and PRISM. We conclude the article by discussing barriers and potential solutions that we observed while field-testing these procedures within special education settings in response to the wide-scale emigration to remote teaching due to the COVID-19 pandemic. The online version contains supplementary material available at 10.1007/s40617-020-00544-6.
Behavior Analysis in Practice, 2021 · doi:10.1007/s40617-020-00544-6