Using Equivalence-Based Programmed Instruction To Improve Fluency Of LGBTQIA+ Terms Among Direct Support Staff

Abstract

It is valuable that the field of behavior analysis continues to develop methods of improving inclusive and culturally responsive practices within standard training methods. The LGBTQIA+ community has a diverse set of terminology used to describe the identities that exists within it. For direct support professionals in behavior analysis to serve this community in a culturally responsive way, they must have a foundational understanding of the terms and definitions associated with the community. There have been limited efforts made to specifically train staff on issues of the LGBTQIA+ community. This study used programmed instruction via online training modules as a method of providing raining to five direct support professionals on LGBTQIA+ terms and issues. Four online modules were created using equivalency-based instruction to teach specific terms and definitions. Three equivalence classes were established and trained ( A=term, B=definition, and C=scenario). All three classes were trained to mastery within the module sets. A pre and post-test was used determine the learner’s acquisition of the material. All five participants showed at least a 2.5 point increase on posttest scores compared to pretest scores. All participants were able to complete modules to mastery. The use of equivalence-based programmed instruction did appear to improve fluency of terms.