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Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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42nd Annual Convention; Downtown Chicago, IL; 2016

Event Details

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Symposium #120
CE Offered: BACB — 
Supervision
OBM Approaches to Supervision, ABA Clinic Management, and Training
Sunday, May 29, 2016
4:00 PM–4:50 PM
Vevey 3 & 4, Swissotel
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Deborah L. Grossett, Ph.D.
Chair: Deborah L. Grossett (The Shape of Behavior)
Abstract: Evidence-based supervision and training of those accruing hours towards certification along with those who already have attained certification is recommended as best practice. We can often turn to a branch of our own science for what is evidence-based management and training of staff; that branch being Organizational Behavior Management. This selection of papers will discuss how those supervising individuals with and without their certification can integrate Organizational Behavior Management approaches into their everyday practices. The first paper will describe how supervisors can break down the Task List into a skills list to create a supervision tracking tool that enables supervisors and supervisees to monitor skill acquisition in supervisees. The second paper will review how an ABA clinic can apply and use a systems analysis approach to the management of BCBAs and BCaBAs to ensure quality, ethical service provision. The third paper will examine and outline the use of behavioral-based training techniques for training ABA clinic staff with emphasis on training staff to the same standards as set forth by the BACB for RBT training. By utilizing evidence-based techniques often found in OBM literature, we can improve our supervision and operations of our practices.
Keyword(s): Clinic Management, Supervision, Systems, Training
An OBM Approach to Using the Task List as a Supervisee Skill Monitoring and Supervision Tool
MICHAEL PALMER (Central Michigan University), Christie L. Nutkins (Grand Rapids Public Schools and Behavior Health Partners, PLC)
Abstract: The BACB specifies that supervision provided by BCBAs must be evidence based and include observations of supervisee performance. It is recommended, as outlined in the Supervisor Training Curriculum Outline, that supervision includes competency tests, assessments of skills, direct observation of, and review of written material of supervisees. However, even after going through the required 8-hour supervisor training, supervisors are still unclear on how to make supervision data-based. The current presentation will discuss how to break down the 4th edition Task List in ways that allows the BCBA to continuously assess skill acquisition in supervisees and requires the supervisee to show competency in each Task List item. Combinations of OBM-style approaches can be integrated into what is subsequently created, which should include behavioral skills training, direct observation and assessment of supervisee performance, along with immediate feedback. In doing so, the supervisee knows what is expected of them throughout supervision, the BCBA has a way to monitor skill acquisition of supervisees, and allows both supervisee and BCBA to know that the supervisee has shown competencies in all areas of the Task List.
OBM System Approach to Supervision of BCBAs and BCaBAs in ABA Clinics
ANNETT L. ALLEN (The Shape of Behavior), Deborah L. Grossett (The Shape of Behavior)
Abstract: Certified behavior analysts are trained on computer modules covering key areas of behavior analysis techniques employed at ABA clinics. Tests are given after each module. The new BCBA or BCaBA is paired with a BCBA from a different clinic to teach them hands-on agency skills. After this training, the new employee is trained and shadowed by a BCBA at their assigned clinic. Weekly meetings are conducted with team members at the ABA clinic. Monthly BCBA meetings are conducted to review current ABA journal articles and discuss clinic progress. Supervision is conducted in person at clinics or via web-based technologies. A BCBA scorecard is employed to assess performance to determine pay increase and/or bonus pay. It includes areas of programming and research, position description and performance evaluation, child progress, and a business evaluation. BCBA and BCaBA job duties include programming, meeting participation, staff training, parent training, new patient assessment, ongoing assessments and BIPs, and caseload maintenance. BCBA and BCaBA are also evaluated on changes in behavior following corrective feedback, parent satisfaction surveys, and adhering to HIPAA, agency policies and procedures, and the BACB professional conduct guidelines. All BCBAs are required to complete and maintain supervision credentials established by the BACB. BCBAs are responsible to supervise and evaluate BCaBAs and RBTs.
OBM Approach to RBT Training and Performance Monitoring
AMY LYNN VEENENDAAL (The Shape of Behavior)
Abstract: Behavioral procedures are employed to training new employees. New hire training consists of computer training (“E-Learning Portal”) on key areas in applied behavior analysis employed at ABA clinics. The “E-Learning Portal” can be employed to track completion of pre-tests, lectures, activities, quizzes, duration of time in portal, and provide automatic grading, facilitate communication with trainees, and issue completion certificates. Video examples of reinforcement, prompting, verbal operants, ABC data collection, DTT, NET, zones, and other ABA techniques are shown on the “E-Learning Portal.” Following training, a new hire shadows a trainer, receives hands-on training, is shadowed, observed, evaluated with feedback and assessed to successfully perform the task independently prior to being placed on the schedule. Effective October 2014, RBT training was embedded in new hire training. RBT training includes assessment competency as evaluated by a BCBA or BCaBA. In training and ongoing monthly performance monitoring of direct therapists are conducted on therapy skills (i.e., instructional strategies, zone teaching, shadowing, naturalistic strategies, reinforcement, promoting independence, problem behaviors and data collection) and work behaviors (e.g., daily notes, communication skills, keeping patients engaged, and changes behavior following corrective feedback). All new direct therapists have trainee status until passing the established BACB competency assessment and completing the BACB RBT application. New BACB RBT requirements include passing an examination.
 

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