A Comparison of Methods for Teaching Discrimination of Acceptance and Commitment Therapy/Training Processes in Samples of Verbal Behaviour
dc.contributor.author | Manuge, Taylor | |
dc.date.accessioned | 2024-03-25T13:01:41Z | |
dc.date.available | 2024-03-25T13:01:41Z | |
dc.identifier.uri | http://hdl.handle.net/10464/18354 | |
dc.description.abstract | Accurate identification of the six core processes of Acceptance and Commitment Therapy/ Training (ACT) is foundational for practitioners, yet no published research has compared methods for teaching this skill. This exploratory study compared the efficacy and efficiency of two methods (discrimination training, DT and self-paced, mastery-based training, SPMB) for training graduate students to identify ACT processes using speech samples. Two ACT processes were selected as training targets based on a logical analysis conducted with six behaviour analysts trained in ACT. Respondents rated fusion/defusion and lack of present moment awareness (PMA)/PMA to be of relatively equal discrimination difficulty. The training procedures were compared in an adapted alternating treatment design embedded within a delayed concurrent multiple baseline design across three students. In the DT condition modules, participants viewed training videos, completed exercises, whereas in the SPMB condition modules, participants read chapters of an ACT text in the SPMB condition modules. Following modules in either condition, participants completed skill assessments to assess their ability to discriminate the target ACT skills. Participants listened to samples of verbal behaviour then selected which ACT process they observed. Skill assessment results suggest that the most efficacious training method is SPMB. However, when false positives (identifying a sample of verbal behaviour as the target skill when it is the control skill) are included in scoring, DT is the more efficacious training method. Participants did not rate one training method more favorably than the other. Findings have the potential to inform future ACT research and ultimately increase the effectiveness of ACT interventions. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Brock University | en_US |
dc.subject | ACTr | en_US |
dc.subject | discrimination training | en_US |
dc.subject | self-paced | en_US |
dc.subject | skill training | en_US |
dc.subject | behavior | en_US |
dc.title | A Comparison of Methods for Teaching Discrimination of Acceptance and Commitment Therapy/Training Processes in Samples of Verbal Behaviour | en_US |
dc.type | Electronic Thesis or Dissertation | en_US |
dc.degree.name | M.A. Applied Disability Studies | en_US |
dc.degree.level | Masters | en_US |
dc.contributor.department | Center for Applied Disability Studies | en_US |
dc.degree.discipline | Faculty of Applied Health Sciences | en_US |
refterms.dateFOA | 2024-03-25T13:01:43Z |