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Association for Behavior Analysis International

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44th Annual Convention; San Diego, CA; 2018

Event Details

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Symposium #460
CE Offered: BACB
Novel Applications of Behavior Analytic Training Procedures
Monday, May 28, 2018
11:00 AM–12:50 PM
Marriott Marquis, Marina Ballroom E
Area: OBM/PRA; Domain: Applied Research
CE Instructor: David A. Wilder, Ph.D.
Chair: Denys Brand (University of Kansas)
Discussant: David A. Wilder (Florida Institute of Technology)
Abstract: This symposium describes novel applications of behavior analytic training procedures across a variety of applied settings. In the first presentation, Erath will share results from a study that evaluated the effects of pyramidal behavioral skills training (BST) on the extent to which novice trainers used BST to teach new staff how to implement behavioral procedures. Next, Kamana will describe a study using BST and in-situ feedback to increase staff implementation of healthy behavioral practices within settings serving adults with intellectual and developmental disabilities. Silva will summarize the findings of a study that assessed whether a generic treatment integrity measure could be used to demonstrate mastery of several teaching procedures when compared to a program specific-treatment integrity measure within a school setting. The last presentation by McGarry will describe a study that evaluated the effectiveness of an adapted training protocol for teaching therapists to interact with their clients in the natural environment. The symposium will conclude with discussant remarks by Dr. David Wilder.
Instruction Level: Intermediate
Keyword(s): feedback, pyramidal training, staff training, treatment integrity
Target Audience: Practitioners Researchers
Learning Objectives: 1. Describe the importance of using research-supported behavior-analytic training procedures when teaching staff to perform important skills. 2. Describe how the four components of behavioral skills training are implemented when training staff to administer procedures with high levels of fidelity. 3. Identify and describe staff performance issues that exist within various applied settings.
Enhancing the Fidelity of In-Home Training by Novice Trainers Using Pyramidal Behavioral Skills Training
TYLER ERATH (University of Kansas), Florence D. DiGennaro Reed (University of Kansas), Hunter Sundermeyer (University of Kansas), Denys Brand (University of Kansas), Matthew Harbison (University of Kansas), Matthew Novak (University of Kansas)
Abstract: A popular model adopted in human service organizations providing services to individuals with disabilities is to offer group orientation to new staff and subsequently deliver on-the-job training via peers in their respective work sites. Unfortunately, many organizations fail to teach the peer trainers how to use evidence-based training procedures, which may contribute to the startling turnover rate found in human service settings. This study was conducted to evaluate the effects of pyramidal behavioral skills training (BST) on the extent to which 25 novice peer trainers used BST to teach new staff how to implement behavioral procedures. Results indicated the majority of participants (20 of 25) improved their BST fidelity after training. Additionally, BST fidelity generalized to training a novel skill. These findings provide support for the use of pyramidal BST as an economical and effective procedure for training peer staff to work as trainers.
Increasing Healthy Behavioral Practices in Residential and Day Programs for Adults With Intellectual and Developmental Disabilities
BERTILDE U KAMANA (University of Kansas), Claudia L. Dozier (University of Kansas), Ali Markowitz (University of Kansas), Nicole Kanaman (University of Kansas), Stephanie M. Glaze (University of Kansas), Kelley L. Harrison (University of Kansas), Alec Bernstein (University of Kansas), Marcella Hangen (University of Kansas)
Abstract: Providing high quality services to adults with intellectual and developmental disabilities (IDD) is difficult despite policies and procedures implemented by various entities (Parsons, Cash, & Reed, 1989). Studies conducted in residential facilities (e.g., Parsons et al., 1989) and day-treatment programs (e.g., Reid, Parsons, & Green 2001) have reported that adults with IDD are typically engaged in low levels of appropriate behavior and relatively high levels of inappropriate behavior. In addition, staff often lack the skills for providing consumers with engaging environments (Parsons & Rollyson, 2004), potentially resulting in inadequate service delivery. Therefore, there is need for effective methods for training staff to provide engaging environments and good practices following inappropriate behavior to adults with IDD. The purpose of this study is to use Behavioral Skills Training (BST) and in-situ feedback to increase staff implementation of healthy behavioral practices including (a) providing high quality, positive interactions, (b) providing choices and promoting engagement in appropriate leisure activities, (c) delivering effective instructions, and (d) implementing good practices following disruptive behavior. Results show increased levels of staff engagement in the target healthy behavioral practices across all 18 residential homes and day programs.
An Evaluation of Generic and Program-Specific Treatment Integrity for Behavioral Skills Training
MEGHAN SILVA (May Institute), Brittany Ann Juban (May Institute), Ryan J. Martin (May Institute), Whitney L. Kleinert (May Institute), Cynthia M. Anderson (May Institute)
Abstract: Treatment integrity (TI) or the degree to which a treatment is implemented as intended, is an important consideration when evaluating staff training procedures as evidenced by the literature (e.g., Vollmer, Sloman, & Pipkin, 2008). Despite the compelling rational for collecting TI data, it is not often reported in school settings. For example, in a review of school-based interventions published in JABA between 1991 and 2005, only 30% of the studies provided TI data (McIntyre, Gresham, DiGennaro, & Reed, 2007). One potential barrier to collecting TI data in the classroom setting is the resources required to create, measure, and collect that data. The purpose of the current study was to assess if a generic TI measure could be used to demonstrate mastery of many different teaching procedures when compared to program-specific TI measures. More specifically, we sought to assess if a generic TI measure could be used to evaluate the implementation of student-specific programs taught to classroom staff using behavioral skills training. Clinical implications for choosing the type of TI data collection for school staff training and future research will be discussed.
Training Registered Behavioral Technicians to Implement Naturalistic Behavioral Interventions
KACIE MCGARRY (The Scott Center for Autism Treatment, Florida Institute of Technology), Emily Crochet (The Scott Center for Autism Treatment, Florida Institute of Technology), Ivy M. Chong Crane (May Institute), Corina Jimenez-Gomez (The Scott Center for Autism Treatment, Florida Institute of Technology)
Abstract: Training behavioral therapists tends to focus on teaching accurate implementation of behavioral intervention programs in the form of discrete trial training. One criticism of this type of intervention is it shapes rote responding from clients and does not embed opportunities for generalization of skills to the natural environment. The aim of the proposed study was to evaluate the effectiveness of a training protocol adapted from McNeil and Hembree-Kigin (2010), a program of therapeutic play with the goal of strengthening communication and the quality of the interactions between caregiver and child, for teaching therapists to interact with their clients in the natural environment. Eight registered behavioral technicians were trained to implement the naturalistic behavioral intervention protocol using behavioral skills training, which included six positive behaviors targeted for increase and five negative behaviors targeted for decrease. All participants reached mastery criteria of 95% positive behaviors during a five-min session, maintained skills at follow-up session, and demonstrated generalization of skills with novel clients.



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