Group Training Assignment

Group Training Assignment (Knowledge-based) – 20%

This assignment relates to the following Course Learning Requirements:

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1. Communicate effectively with families, clinical teams and other service providers about principles and strategies of ABA/IBI and their application to individuals with ASD.

Objective of this Assignment: To create an effective group presentation for the purpose of increasing the trainee’s knowledge in a behavioural topic.



You will choose one of the following behavioral terms for your training presentation. You will submit your training slides (PowerPoint) and handouts on Blackboard on or before the date set by your instructor.

Step 1: Choose Presentation Topic

Choose one of the following topics and submit your choice to your instructor via email for approval.

Behavioural Terms:

1. positive reinforcement

2. negative reinforcement

3. continuous vs. intermittent schedules of reinforcement

4. shaping a motor skill

5. punishment

6. preference assessments

7. token economies

8. extinction

9. generalization

10. punishment

11. backward chaining

12. forward chaining

13. mending vs. tacting

14. functions of behavior

Step 2: Written Group Training Protocol

Once your topic has been approved by your instructor, you can begin preparation of the group training protocol.

You will submit the following written material:

1. A summary of your hypothetical Needs Analysis (pre-training) including the following information:

Ø The expected training audience (e.g., staff who work at an ABA center, a group of parents who recently had a child diagnosed with ASD).

Ø Number of participants.


Ø General level of experience and knowledge on this topic (e.g., beginner, intermittent).

Ø Logistics for the training (location, equipment, time period etc.).

Ø The method in which you obtained this information (e.g., via questionnaire, Interview, Online survey/self rating) and any additional information that you gathered from your needs analysis.

2. Trainer Agenda and instructions to guide your presentation, including:

Ø A list with the training activities from start to finish, including the expected time for each activity/agenda item (includes set-up, general house keeping, administration of pre-test/post-test/evaluation form, breaks etc.).

Ø A personal introduction highlighting your experience in the field as well as experience with the content you are presenting (written out as a script).

Ø The relevance and importance of the topic that you are presenting to your target audience (written out as a script).

3. Learning objective(s)

Ø Must include the four components as outlined in Module 8 slide 7.2.

Ø What the participants will be able to say/do by the end of the training. For example, “By the end of the training, the participants will be able to state the difference between stimulus generalization and response generalization without referring to the training handout”.

Ø Includes a knowledge objective that evaluates an increase from pre-test to post-test. For example, “Mediator will score at least 80% on the post-test quiz on the functions of behaviour without referencing training notes”.

4. Handouts for group participants

Ø 1-3 page summary/‘take-away’ to provide to the group as a resource to refer to in the future. This includes key information from the presentation. This handout:

ØIs visually appealing (e.g., includes visuals, illustrations, charts, examples, bullet points).

ØIs catered to the audience/level of knowledge on the topic.

Includes references using APA formatting.

Ø A feedback form to provide to the audience to be able to evaluate your training and make enhancements in the future (refer to Module 9, slides 10.4 and 10.5).

Ø Any additional attachments that compliment your training presentation.

5. A pre-test/post-test to measure knowledge acquisition prior to the training and following the training.

Step 3: Microsoft PowerPoint Presentation (15 slide max)

Ø Presents information using a variety of modalities (visuals, videos, graphs).

Ø Includes multiple exemplars.

Ø Slides are easy to read and brings attention to the most relevant information (minimal content).

Ø Embeds interactive components to engage participants and check clarity throughout.

Ø Includes references (directly on the slide as well at the end of the PowerPoint presentation in APA formatting).

Ø Includes a brief research review highlighting 2-5 research articles that demonstrate the efficacy/application of your behavioral topic (e.g., extinction-based procedures that have been demonstrated to be effective to reduce challenging behaviour).

Group Training Rubric (20%):


Does not meet Requirements

Meets Requirements

Exceeds Requirements



Grade Range < 50%

Grade Range 50-79%

Grade Range 80%-100%

Needs Analysis

The needs analysis summary is incomplete and is missing more than half of the requirements.

The needs analysis summary is vague and is missing a few of the requirements. Does not specify how the analysis was conducted.

The summary of needs analysis is comprehensive and includes all requirements: expected training audience (1point); number of participants (1point); level of experience (1point); logistics (1point); method of how the information was obtained (e.g., via questionnaire/interview) and any other pertinent information (1point).


Trainer Agenda, Instructions & Learning Objectives

Trainer’s agenda and instructions lack direction; with one or none of the requirements.

Trainer’s agenda and instructions are basic, and covers two of the requirements. Objectives are stated, however, may be missing one component.

Trainer’s agenda and instructions are clearly described. Includes all three of the requirements: personal intro (1point); why topic is important to know/relevant to the group (1point); learning objective(s) are stated with all 4 components and specifies a knowledge-based criterion for post-test (2points).


Handout & Feedback Form

Handouts are incomplete/missing.

Handout provides the general information of the presentation; however, may not include references or are content heavy; are not catered to the audience (uses jargon and complex terms).

Feedback form is subjective in nature and/or does not include a scale to be able to evaluate feedback over time.

‘Take away’ handout includes the key points from the presentation and is not content heavy (2points); references are included (1point); includes visuals/examples (2points); is catered to the audience using language that is appropriate (1point).

Feedback Form includes a series of questions to objectively evaluate participants experience (1point); Likert scale is utilized (1point).


Pre and Post Test

Written test to determine the level of understanding of the material the participants have before training and following training.

Pre/post test does not assess the trainee’s level of understanding. Two or more requirements are missing.

Pre/post-test includes the general content; however, may be missing one or more requirements.

Is a direct test of knowledge prior to training and following (1point);

questions are clearly linked to content (1point); uses a variety of formats to test knowledge (1point); creativity (e.g., scenario based/matching questions or uses interactive online tool such as Kahoot (1point).


PowerPoint Presentation

PowerPoint presentation lacks the information in one or more areas of descriptions, definitions and research. PowerPoint is difficult to follow & content heavy.

PowerPoint presentation covers the general areas of: descriptions, definitions and past research in the topic, but is missing other pertinent pieces of information (i.e., exemplars); visual impact is compromised (i.e., too much or too little content, poor font size, spelling); may be too lengthy or short.

PowerPoint presentation includes all of the following: accurate and well described descriptions and definitions (1point); relevant research on topic (1point); has appropriate amount of content per slide (1point), multiple exemplars (1point); includes visuals/graphics/ graphs/charts etc. (1point); 15 slides max (1point); embeds interactive components such as videos (1point); embeds clarity checks (1point); includes references using APA formatting (1point).




* Values of these items may have to be adjusted to ensure that the full rubric percentage is equal to the percentage of the assignment.

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