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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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44th Annual Convention; San Diego, CA; 2018

Event Details

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Symposium #187
CE Offered: BACB
A Systems Approach to Training Clinicians and Increases in Clients' Learning in Clinic Settings
Sunday, May 27, 2018
8:00 AM–8:50 AM
Manchester Grand Hyatt, Harbor Ballroom C
Area: TBA/VRB; Domain: Applied Research
CE Instructor: Dolleen-Day Keohane, Ph.D.
Chair: Jinhyeok Choi (Pusan National University)
Abstract: We will present research based on the application of a systems approach to instruction that places the learners at the center of the matrix and emphasizes on-going rule-governed communication among the component parts. In this model the data generated through the measurement of each client's responses drive the system. Clinicians are trained through modules that provide in situ opportunities specifically related to the accurate implementation of Clients' programs, choice of strategies and tactics, materials and selection of new short term and long term objectives. The composition of the curriculum for the clients is logical and empirical and based on verbal development milestones. Assessments that identify learning rates, pre-requisite skill deficits and missing verbal developmental capabilities are used to pinpoint the potential source of each client's instructional problems and suggest rule-governed approaches to remediation. The results of the studies we will present show that the implementation of a rule governed organizational matrix to train clinicians supports increases in academic literacy, communication and social skills for pre-school and elementary school age clients diagnosed with autism and related communication disabilities in 1:1 settings.
Instruction Level: Intermediate
Keyword(s): Clinical Training, Supervision
Target Audience: Teachers, BCBA's, School Supervisors, Clinic Supervisors, Staff Trainers
 
A Clinic Wide Approach to Training Clinicians Through Research-Based Modules and In-Situ Training
DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Lauren Becnel (Touchstone Center), Tricia Clement (Touchstone Center), Paula G. White (Touchstone Center), Danica Reaves (Touchstone Center)
Abstract: We tested the effects of a clinic wide systems approach to supervision including the completion of PSI (Personalized System of Instruction) modules based on increasing levels of verbal complexity, and in-situ training. The clinic provided 1:1 services for preschool to school age clients and used the CABAS (Comprehensive Application of Behavior Analysis to Schooling) model of supervision. The clinics' mentors provided support, modeled scientific tacts and intraverbals in response to clients' instructional problems in situ, provided instructional resources and collected and analyzed clinic wide data. The dependent variables for the clinicians were the completion of modules, the number of errorless TPRA's (Teacher Performance Rate Accuracy), the number of errorless strategic and tactical decisions made and the number of errorless scientific tacts, intraverbals and research based tactics they implemented pre and post intervention. The independent variables consisted of a treatment package that included strategic questions and answers related to learn unit presentations, the visual display of data and instruction in using a rule governed algorithm to analyze instructional problems. Results showed increases in the clinicians' use of scientific tacts, intraverbals and research based tactics post intervention, as well as increases in clients' learning across the curriculum measured.
 
Methods of Effective Supervision
MARA KATRA OBLAK (Seattle Behavior & Therapy), Jenny Cronier (Seattle Behavior & Therapy)
Abstract: ABA service providers recognize the need to develop supervision practices that produce quality outcomes. Complex interactions between supervisors and clinicians should result in effective treatment through accurate instruction and delivery of behavioral interventions. This paper offers a procedure to implement an individualized supervision model and a measurement system to analyze the quality of the products with a focus on the interlocking contingencies within the system. The CABAS model has provided a science of teaching that can be applied across settings and provides a system to measure student and teacher behavior. We sought to develop and implement a standardized system of individualized instruction for supervisors and clinicians utilizing components of the CABAS model in an established private ABA clinic. The clinic provides home, school, and clinic-based services to clients between the ages of 2 to 22. This paper describes the system and components currently in place, a method for implementation, and outcome data analysis.
 
Effects of a Rule Governed Algorithm on Clinicians' Analysis of Instructional Problems and Clients' Learning
KELLY KING (Nicholls State University; Touchstone Center), Dolleen-Day Keohane (Nicholls State University)
Abstract: We tested the effects of a rule-governed algorithm in situ and line technicians' analysis of instructional problems and clients' learn units to criterion. We used a multiple baseline design across six participants who worked at a private center and provided 1:1 instruction for preschool to school age clients diagnosed with autism. The participants showed an interest in learning about the scientific vocabulary used at the center. The independent variable was the rule governed algorithm with scientific questions and answers related to an analysis of the learn unit in context. The dependent variables were the number of intact learn units presented, pre- and post-probe data for responses to scientific questions as selection and production responses for the line technicians and responses to learn unit presentations and learn units to criterion for the clients taught. As the participants became more proficient in utilizing the vocabulary of the science they began to think through instructional problems and became self-observers of the instruction they presented to their clients. Results showed a significant increase in the line technicians' analysis of instructional problems utilizing scientific tacts, increases in correct responses and decreases in learn units to criterion for the clients taught.
 

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