|
| Ensuring Treatment Integrity Using Behavior Analytic Methodologies |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay A |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Susan Ainsleigh (Simmons College) |
| Discussant: Susan Ainsleigh (Simmons College) |
| Abstract: Learning Objectives
The participant will be able to state the significance of treatment integrity in providing home-based services to children with autism.
The participant will be able to identify effective components of a training package used in inclusive educational settings for ensuring implementation of educational procedures.
The participant will be able to state effective procedures for increasing adherence to administrative overnight check-in policies in residential facilities. |
| |
| Treatment Integrity in Home-Based Services: An Initial Exploration |
| MICHELE D. MAYER (HMEA), Janice R. Bolton (HMEA) |
| Abstract: In recent years there has been an increased demand for services for children with autism. In particular, the prevalence of home-based services for young children with autism has grown appreciably. Unfortunately, the availability of trained staff has not kept pace with the increased need for services. As a result, agencies providing these educational services look towards inservice training programs to help prepare staff. Successful services for children with autism, however, are dependent upon the degree to which the interventions are implemented consistently and precisely – with treatment fidelity. Ensuring treatment integrity in home-based services presents particular challenges as staff is not easily observable nor are they available for regular performance feedback – methods that have been cited in previous studies as critical variables for improving treatment integrity. This study evaluated the effectiveness of a training program in teaching home-based staff to implement discrete trial teaching procedures. Results indicate that inservice training consisting of both didactic and direct training procedures, as well as consistent performance feedback were effective in improving treatment integrity. Frequency of feedback was also examined with respect to maintenance of high levels of integrity. |
| |
| Consultation in Inclusive Settings: A Component Analysis of Training Interventions |
| LORI J. PINIARSKI (HMEA), Susan Ainsleigh (Simmons College) |
| Abstract: Consultation is a common model used for training teachers in inclusive settings. Each year, school systems invest money to ensure quality of service for students on Individualized Education Plans. To date, there are many qualitative studies highlighting consultation strategies. Such studies highlight the empowerment of teacher choice and the impact of the consultant-consultee relationship. In addition, some techniques, such as performance feedback and self-monitoring, have shown increased rates of teacher performance under isolated circumstances. Many of these methods have been used as a part of training and inservice packages. In this study, a consultation training model was used to increase goal oriented verbal interactions between a preschool teacher and three children with autism in an inclusive preschool setting. Elements of the treatment package included teacher choice, performance feedback, and self-monitoring, implemented using a multiple baseline design across subjects. Results demonstrated an increase in the goal directed verbal behavior of one preschool teacher with multiple subjects. A component analysis was conducted in order to isolate key variables and their impact on goal directed interactions. |
| |
| The Effect of Self-Monitoring and Performance Feedback on Check-in Calls in a Residential Setting |
| CHARLES C. WILLS (Protestant Guild for Human Services), Susan Ainsleigh (Simmons College) |
| Abstract: The need for alertness among personnel is critical for a program providing residential services. Direct support staff is key in ensuring student safety, general welfare, service delivery, and security. During overnight hours, maintaining alertness is difficult for many direct support staff, and check-in calls to a central location are one strategy used by agencies for increasing the likelihood of alertness among support providers. This study examines compliance to performing check-in calls at pre-determined times in seven residential programs serving children with developmental disabilities. Baseline rates of compliance were substandard, with 26% of check-in calls missed and 32% of received check-in calls significantly early or late. Using a multiple baseline design across settings, the effects of self-monitoring and performance feedback in the form of written correspondence, verbal feedback, and public postings were evaluated on the compliance rate of successful check-in calls. A component analysis was completed to evaluate to most effective form of performance feedback in maintaining compliance. |
|
| |