|Current Research for Training Parents, Educators, and Direct-Care Staff to Implement Behavioral Assessment and Treatment|
|Sunday, May 27, 2018|
|5:00 PM–6:50 PM |
|Manchester Grand Hyatt, Harbor Ballroom AB|
|Area: DDA/AUT; Domain: Applied Research|
|Chair: Patrick Romani (University of Colorado, Anschutz Medical Campus)|
|Discussant: Wendy A. Machalicek (University of Oregon)|
|CE Instructor: Patrick Romani, Ph.D.|
Training others to implement behavioral assessment and treatment procedures expands accessibility for behavior analytic services. While much research has demonstrated procedures for teaching these procedures, additional research is needed to train others in more efficient and cost-effective means (Blackman & Jimenez-Gomez; Romani, Boorse, Carson, & Loving) or in unique areas (Nipe; Suberman & Cividini-Motta). Nipe and Suberman and Cividini-Motta provide data showing effective ways to train others to implement physical restraint procedures (Nipe) or in the use of speech-generating devices (Suberman & Cividini-Motta). The next two symposia present current research on the use of telehealth to expand access to these training services. Blackman and Jimenez-Gomez compare two modalities of remote training in the context of caregiver training, and Romani and colleagues present current research on the use of telehealth to train educators to implement behavioral assessment procedures. After listening to these presentations, audience members will become familiar with strategies to teach others to use behavioral assessment and treatment procedures via in-vivo and remote modes of instruction.
|Instruction Level: Intermediate|
|Keyword(s): Augmentative Communication, Behavioral-Skills Training, Physical Management, Telehealth|
|Target Audience: |
The target audience for this symposium will be certified behavior analysts and educators who want to learn new ways to train their staff to implement behavioral assessment and treatment procedures.
Effectiveness of Online Vs. In-vivo Training for Parents of Children With Autism Spectrum Disorder
|ABIGAIL BLACKMAN (University of Kansas), Samuel Shvarts (Florida Institute of Technology), Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)|
Individuals diagnosed with Autism Spectrum Disorder (ASD) often receive Early Intensive Behavioral Intervention (EIBI) to acquire skills. However, these skills often do not generalize and/or maintain without parental involvement in behavioral treatment. Parent training is commonly provided in-vivo, which can be costly, time consuming, and inaccessible to some families. There have been a number of studies which have validated the effectiveness of online training for parents of children with ASD. However, there has yet to be a study to conduct a direct comparison of the effects of in-vivo versus online training. Therefore, the purpose of the current study was to evaluate the efficacy of online, self-paced modules (i.e., asynchronous training) to in-vivo parent training sessions. Effectiveness was evaluated by comparing pre- and post-intervention measures, with both direct and indirect behavioral measures being utilized. Of the four dependent variables assessed, the direct behavioral measures of positive parent-child interaction and knowledge assessment score improved significantly for parents in online and in-vivo groups, but not for the parents in the control group. These results suggest that online training can be a cost-effective alternative for the delivery of parent training and potentially other behavior-analytic services.
|The Effects of Rate-Building on the Demonstration of Physical Management Procedures|
|TIMOTHY NIPE (Melmark)|
|Abstract: The nature of some challenging behaviors such as aggression and self-injury may require the use of manual restraint to ensure the safety of the individuals targeted by these behaviors. There are significant risks that these procedures pose to both those who implement them as well as for those who are being restrained (Weiss, 1998; Lee, et al., 2001). Staff training is widely considered one of the most important methods to decrease these risks to staff and clients during physical management (Fisher, 1995), however there remains a paucity of research demonstrating effective training of behavioral safety curriculums and retention of physical management skills (Bell & Stark, 2006; Lee et al., 2001). The majority of behavioral crisis training curricula employ accuracy as the measure of competency of manual restraint procedures. However, research has demonstrated training packages that include a criterion combining rate with accuracy may have benefits for trainees beyond those that utilize accuracy as the sole measure of mastery (Binder, 2003). This study explores the potential benefits of a training package consisting of timed practice, fluency aims based on the rate of performance by experts, and access to visual representation of ongoing performance, on the demonstration of physical management procedures.|
Teaching Caregivers to Implement Speech-Generating Device-Based Mand Training: Evaluating the Efficacy of Behavioral Skills Training
|RACHEL SUBERMAN (University of South Florida), Catia Cividini-Motta (University of South Florida)|
Many individuals with developmental disabilities do not develop vocal repertoires. Thus, teaching the use of an augmentative and alternative communication (AAC) device is imperative. A speech-generating device (SGD) is an example of an AAC that is universally understood. Individuals with developmental disabilities have been taught to communicate using such device. Teaching caregivers to conduct communication training with their children may be one to way to foster communication in an individual's natural environment. Thus, the purpose of this study was to extend previous research by using behavioral skills training (BST) to teach caregivers to implement SGD-based mand training using an adapted training sequence. Additionally, we evaluated whether training caregivers to implement mand training with their children resulted in an increase of independent mands emitted by their children. This study found that BST was effective in teaching caregivers to implement SGD-based mand training with their children. Additionally, independent mands increased from pre-training to post-training observations for two children.
Training Educators to Conduct Stimulus Preference Assessments via Telehealth in School Settings
|PATRICK ROMANI (University of Colorado, Anschutz Medical Campus), Andrea Boorse (University of Denver), Brooke Carson (Colorado Department of Education), Kate Marie Loving (Colorado Department of Education), Antoinette Donaldson (Children's Hospital Colorado)|
We present data from six educators who participated in a training program to learn functional behavior assessment skills conducted via telehealth. Schools employing the educators were an average of 166 miles from Children's Hospital Colorado. Interobserver agreement was collected on an average of 33% of sessions for each child and averaged 90%. Within a multiple baseline across participants, we first collected baseline data on educator implementation of the multiple stimulus without replacement preference assessment (MSWO) when they were only given a protocol to review prior to conducting the assessment. Following baseline, a training program matched to individual skill deficits was conducted to increase procedural fidelity. After each educator conducted at least 80% of steps on the preference assessment accurately, we evaluated maintenance by having the educator conduct the preference assessment with a student diagnosed with an autism spectrum disorder enrolled at their school. Results showed that fidelity of MSWO assessment implementation increased following training delivered via telehealth and maintained when implemented with a student. The current study will be discussed in terms of how telehealth can be an effective way to expand training opportunities for educators.