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| Training and Supervision in Autism Intervention: Developing the BCABA, Quality Program Supervisors and Supervision with Educational Personnel |
| Sunday, May 30, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay B |
| Area: AUT/EDC; Domain: Applied Research |
| Chair: Dennis B. Mozingo (University of Rochester School of Medicine and Dentistry) |
| Discussant: Jon S. Bailey (Florida State University) |
| Abstract: Learning Objectives
The participant will be able to discuss the key elements of a behaviorally based training program for preparing BCABAs.
The participant will be able to discuss the key elements of a behaviorally based supervision/management program.
The participant will be able to discuss critical elements of a behavior analytic education service system
The participant will be able to discuss critical skills of supervisors in early intensive behavioral intervention for students with autism. |
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| Competency-Based Supervision of Prospective Board Certified Associate Behavior Analysts |
| DENNIS B. MOZINGO (University of Rochester School of Medicine and Dentistry), Caroline I. Magyar (University of Rochester School of Medicine and Dentistry) |
| Abstract: The demand for skilled behavior analysts in autism intervention continues to grow, as does the number of training programs meeting coursework approval by the Behavior Analysis Certification Board. In light of this, the need for a proficiency based assessment of the skills of prospective or developing behavior analysts becomes more critical, particularly in the absence of thoroughgoing graduate training. A competency based training and evaluation tool for students enrolled in a practicum and completing a Program of Study in Autism and Applied Behavior Analysis will be described. Preliminary data from the inaugural running of the practicum will be presented. The tool will be discussed with regard to its basis in behavior analytic staff training and management practices and with consideration of practices in professional personnel preparation. Costs and benefits of intensive, competency supervision will also be discussed. |
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| Evaluation of Instructor Skill in Early, Intensive Behavioral Intervention |
| TRISTRAM SMITH (University of Rochester School of Medicine and Dentistry) |
| Abstract: We examined the validity of competency measures for supervisors of early, intensive behavioral intervention (EIBI) for children with autism by comparing 26 supervisors and 22 aides on a behavior observation of participants’ therapy and written examinations on instructional programming, ability to critique of others’ therapy, and knowledge of EIBI and autism. Interrater reliability for the program examination and behavior observation was r(18) = .80 and r(15) = .94, respectively. Reliability was _(9) = .86 for the written examination and _(7) = .75 for the videotape critique. A discriminant analysis based on these measures correctly classified 97% of participants into their respective groups. The correct classification rate for the programming examination (95%) exceeded that for the behavior observation (78%), critique (73%), and written examination (88%). The results indicated that the measures had validity and that the program examination was especially useful. |
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| Developing a Measure of Personnel Performance: Initial Reliability Results |
| CAROLINE I. MAGYAR (University of Rochester School of Medicine and Dentistry) |
| Abstract: Increasingly students with autism are being educated in the general education setting. To educate these students properly, school personnel often require consultation from behavioral practitioners and additional training on effective behavioral teaching methods. This paper describes a rating scale that was developed to measure school personnel’s ability to apply behavioral teaching methods to support students with autism. The presenter describes the construction of the scale including a brief description of items and their operational definitions. An initial investigation into the reliability of the scale showed that, across 11 different observation sessions conducted in 4 different classrooms, school personnel implemented behavioral procedures correctly (without detectable errors) during 72 percent of all observation intervals. Inter-rater agreement was 87 percent. Additional psychometric analysis is currently underway to assess the internal consistency, inter-rater reliability, and concurrent validity of the scale. The presenter discusses the importance of using a valid measure of personnel performance in the assessment of various service delivery models for students participating in the general education setting. |
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