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| Effective Staff Training in Behavioral Healthcare: Teaching Knowledge Competencies and Improving Procedural Implementation |
| Saturday, May 29, 2004 |
| 1:00 PM–2:20 PM |
| Constitution B |
| Area: DDA/TBA; Domain: Applied Research |
| Chair: James K. Luiselli (The May Institute) |
| Discussant: Joseph N. Ricciardi (Hampstead Hospital) |
| Abstract: Effective Staff Training in Behavioral Healthcare: Teaching Knowledge Competencies and Improving Procedural Implementation |
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| Training Core Clinical Skills to Direct-Service Staff: A Systems Model and Implementation Strategy |
| CARRIEANNE ST. AMAND (The May Institute) |
| Abstract: A standardized system of learning modules, along with corresponding assessments of knowledge and skill competencies, was developed to train core clinical skills to direct-care staff at a large behavioral healthcare agency. A second purpose of training was to provide staff with baccalaureate-level preparatory knowledge required by the Behavior Analyst Certification Board. The training model is based on a personalized system of instruction, requiring demonstration of verbal behavior and related performance measures. The presentation describes the conceptual basis of this training approach, describes content analysis, reviews competency assessment procedures, and offers several illustrations of learning modules. |
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| Staff-Focused Behavioral Consultation and Training in a Public School Setting |
| JEFFREY J. SKOWRON (The May Institute) |
| Abstract: This paper presents an overview and the results of a model for staff-focused behavioral consultation and training as implemented in a public middle school classroom for students with histories of behavioral problems and poor academic performance. Weekly consultation to the classroom teachers and school administrators, focusing on basic principles of ABA, program development, and outcome evaluation, promoted the development of structured behavioral interventions (e.g. a point and level system), as well as more naturalistic and system wide application of principle of positive behavioral support. Data on grade point average (GPA) and conduct and effort ratings (from quarterly report cards), as well as frequency of office referrals, detentions, and suspensions as recorded in the school’s computerized disciplinary action database are presented in a multiple-baseline across subjects format. Students’ GPAs and conduct and effort ratings improved upon entering the classroom receiving consultation services (mean increase in GPA = 14.5%; mean increase in conduct and effort ratings = 28%). Similarly, the overall frequency of office referral for disciplinary action decreased from an average for 4.5 per month per student prior to entering the classroom to .66 per month per student after entering the classroom. Issues concerning the implementation of consultation-based models of staff training will be discussed. |
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| Improving Implementation Integrity of Behavior Support Plans Through Abbreviated Performance Feedback |
| ROBIN CODDING (The May Institute), Adam Feinberg (The May Institute) |
| Abstract: This presentation describes a multiple baseline evaluation of abbreviated performance feedback as a training strategy to improve implementation of behavior support plans by direct-service staff at a community residential school for students with acquired brain injury. Six teacher-student dyads from two classrooms at the school received feedback consisting of praise, review, correction, and direction following assessment of their performance during scheduled classroom observations. The feedback intervention required approximately 12 minutes per application. Results were that as compared to baseline phases, 5 of 6 staff demonstrated near 100% implementation integrity of students’ behavior support plans during the feedback intervention, and outcome was maintained 1-2 months post-training. All staff judged performance feedback as an acceptable training procedure and an effective method to improve implementation integrity. |
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