Individuals responsible for training educational and support staff in schools and agencies may lack experience in evidence-based training techniques. In particular, staff may have difficulty providing effective performance feedback, which is a critical component of many training models. Though many dimensions of feedback (e.g., accuracy, timing, consistency) may influence the effectiveness of feedback delivery, the impact of feedback specificity on performance is unknown. Accordingly, the purpose of the current study was to evaluate the effectiveness of feedback specificity (vague vs. specific) on acquisition of trial-based functional analysis skills with eight graduate students studying applied behavior analysis. Overall, specific feedback was associated with improved skill acquisition for all trainees, whereas vague feedback actually decreased performance, relative to baseline, for three trainees. Implications for staff training practices and future areas of research will be discussed.

中文翻译：

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反馈特异性对获得基于试验的功能分析技能的影响

负责培训学校和机构的教育和支持人员的个人可能缺乏循证培训技术的经验。特别是，员工可能难以提供有效的绩效反馈，这是许多培训模式的关键组成部分。尽管反馈的许多维度（例如，准确性、时间、一致性）可能会影响反馈传递的有效性，但反馈特异性对绩效的影响是未知的。因此，本研究的目的是评估反馈特异性（模糊与具体）对八名研究应用行为分析的研究生获得基于试验的功能分析技能的有效性。总体而言，特定的反馈与所有受训者的技能习得提高有关，而模糊的反馈实际上降低了三名受训者相对于基线的表现。将讨论对员工培训实践和未来研究领域的影响。