Association for Behavior Analysis International

This symposium presents data from three studies that used behavioral skills training (BST) to teach staff members to implement behavioral assessment and treatment. The first study, presented by Kacie McGarry, trained staff members to conduct trial-based functional analyses via Telehealth. The second study, presented by Julia Iannaccone, evaluated a video-aided BST model to train staff members to conduct function-based treatments. The third study, presented by Catherine Kishel, evaluated the effects of professional development activities and BST on staff implementation and educators' perceptions of prompting procedures.

BCBAs

Adults with Autism Spectrum Disorder (ASD) face significant challenges that are exacerbated by severe problematic behavior. Direct care staff are often not adequately trained to support adults with problem behavior, at least in part, due to limited funding for adult service providers. Whereas behavior analysts possess effective training tools, such as behavior skills training (BST), these training techniques can be time consuming, and thus, costly. The present study examined a video aided BST model using video models and critiques, to improve the efficiency of training without compromising effectiveness. Video models replaced the traditional live demonstration, and video critiques, in which errors were intentionally embedded, were used in combination with response cards to practice and provide feedback instead of the traditional individual role play practice. Results indicated that video aided BST effectively and efficiently trained direct care staff of adults with ASD to implement a function-based treatment of severe problem behavior with 100% accuracy following a standard, one session training lasting 1.5 hours. The current study provides evidence of an effective model of staff training when time and resources are limited.

While research supports the use of evidence-based practices (EBPs) informed by applied behavior analysis for teaching individuals with ASD, several barriers exist towards regular implementation. EBPs are used infrequently in classrooms (Morrier, Hess, & Heflin, 2010) and are often perceived negatively by educators (Allen & Bowles, 2014). As a result, treatment integrity and adherence to EBPs in practice are adversely affected. The purpose of this study was to examine the effects of professional development (PD) activities that incorporated active learning with ongoing coaching and feedback on treatment integrity and adherence to most-to-least prompt fading strategies. Specifically, Behavioral Skills Training (BST; Parsons, Rollyson, Iverson, & Reid, 2012) and side-by-side coaching and feedback (Kretlow, Cooke, & Wood, 2012) were implemented with educators of adults with ASD. A multiple baseline across participants design was employed to evaluate the effects of BST. Further, statistical analyses (Pearson correlational coefficient, descriptive statistics) were employed to examine if educator perceptions of EBPs were affected by the proposed PD activities. Findings suggested PD activities applied in this study enhanced treatment integrity implementing most-to-least prompt fading with sustained adherence. Further, participants reported more positive perceptions of EBPs following the professional development activities.