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| Staff Supervision in an Educational Setting: BCBA/LBA Supervision Curricula and More |
| Sunday, May 28, 2017 |
| 9:00 AM–9:50 AM |
| Convention Center 405 |
| Area: EDC/PRA; Domain: Translational |
| Chair: Amanda W. Doll (Hawthorne Foundation Inc.) |
| Abstract: These studies investigate evidence-based methodologies for staff training, including use of a Direct Observation Measurement form based on the Teacher Performance Rate and Accuracy (TPRA) scale (Ingham & Greer, 1992; Greer, 2005) on accuracy of learn unit presentations (Albers & Greer, 1991) delivered to students in a behavior analytic setting. A second study evaluated the effectiveness of modules on teacher skills, including contingency-shaped, verbally-mediated and verbal behavior of the science repertoires. Although a module treatment package is considered an integral component of the Comprehensive Application of Behavior Analysis to Schooling (CABAS) program, the effect of modules on classroom and teacher behaviors have not been heavily researched. Finally, an applied Board Certified Behavior Analyst (BCBA) and New York State Licensed Behavior Analyst (NYS LBA) applied supervision curriculum was developed to address required Task List and knowledge requirements as well as necessary skillset development to become an effective BCBA/ LBA supervisor in practicum. |
| Instruction Level: Basic |
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Evaluating Impact of a Module Treatment Package on Student Learning |
| (Applied Research) |
| NOOR YOUNUS SYED (Teachers College, Columbia University), Nicole Piechowicz (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School), Amanda W. Doll (Hawthorne Foundation Inc.) |
| Abstract: Greer, Williams, & McCorkle (1989) investigated the effects of applying the science of behavior analysis to a schoolwide system, which led to the development of the Comprehensive Application of Behavior Analysis to Schooling�, or CABAS�. Implementation of a module treatment package encompassing contingency-shaped, verbally-mediated and verbal behavior of the science repertoires represents an integral component of the CABAS� program. Although the validity of many individual components of these modules have been evaluated, limited research exists on the effectiveness of the treatment package as a whole on student achievement and learning. This study sought to evaluate the effects of a combined module treatment package with an incentivized PSI component on student learning using a concurrent multiple baseline design across three special education teachers. Results to follow. |
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| Evaluating Video Observations and the TPRA: Effects of Implementing a Prescriptive Model |
| (Applied Research) |
| Noor Younus Syed (Teachers College, Columbia University), Amanda W. Doll (Hawthorne Foundation Inc.), TINA MARIE COVINGTON (Hawthorne Country Day School) |
| Abstract: Previous research (Doll, Covington, Rosenfeld, & Cerrone, 2009; Doll, Covington, Sgueglia, & Cerrone, 2010) has identified that a subset of teaching staff do not respond to repeated observation-and-feedback cycles with a modified TPRA form fashioned after Ingham & Greer, 1992. In the 2009 and 2010 studies, those teachers who continued to commit instructional errors subsequently improved when they were taught how to use the modified TPRA form and then used this form in order to self-score their own teaching behavior from video samples. Teaching accuracy improved and instructional rate also improved; accuracy was a treated variable, while rate was an untreated variable. The present study tested a prescriptive model of a similar intervention. A priori in-service training, which included new staff conducting TPRAs on discrete trial teaching videos, was compared against the usual new staff training practices without explicit TPRA training and video observations. Data suggested that teaching new staff to conduct TPRAs on others and themselves is an effective and efficient way to decrease staff training time and increase the percentage of accurate learn units/instructional trials presented. |
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| Development of Board Certified Behavior Analyst and New York State Licensed Behavior Analyst Supervision Curricula |
| (Theory) |
| NICOLE PIECHOWICZ (Hawthorne Country Day School), Kim Arruda (Hawthorne Country Day School), Noor Younus Syed (Teachers College, Columbia University) |
| Abstract: As the applied behavior analytic field has grown increasing emphasis has been placed on the importance of quality BCBA supervision. Although BCBA supervisors have historically been tasked with ensuring quality supervision for BCBA candidates, regulations regarding supervision were not by the BACB passed until 2014. In adhering to the BACB Code of Ethics it is paramount to ensure quality supervision delivery from current behavior analysts (Code 5.0). With increased interest and awareness in the field of applied behavior analysis a need has developed for a research-based BCBA Supervisor curriculum. This proposed supervisory curriculum lays the groundwork for addressing the Code of Ethics in that it focuses on the BACB Task List as well as on developing contingency-shaped, rule-governed, and leadership repertoires which are vital to expanding knowledge of the field and applying this knowledge to gain a supervisory skillset in practicum. In addition, this curriculum is groundbreaking in that it can be adapted to meet licensure New York State regulations in behavior analysis. |
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