|ABA Billing Code Utilization for Comprehensive Assessments and Effective Supervision in an Early Intervention Clinic
|Sunday, May 24, 2020
|5:00 PM–5:50 PM
|Walter E. Washington Convention Center, Level 1, Salon H
|Area: AUT/VRB; Domain: Translational
|Chair: Laura-Katherine K Barker (The University of Southern Mississippi )
|Discussant: Christopher M. Furlow (Canopy Children's Solutions )
|CE Instructor: Christopher M. Furlow, Ph.D.
Behavior Analysts face numerous challenges with respect to managing time in an effective and efficient manner. Some of the greatest challenges are faced when considering conducting assessments within the time constraints of insurance companies and providing training and ongoing supervision to Registered Behavior Technicians (RBTs). In this symposium, data will be presented on an evaluation of indirect and direct assessment methods designed to increase the time efficiency of conducting comprehensive assessments. In addition, data will be presented on an evaluation of training methods designed to increase the time efficiency of training staff and ensuring effective ongoing supervision in clinical settings.
|Instruction Level: Basic
|Keyword(s): Autism, Language Assessment, Staff Training, Supervision
BCBAs and BCBA-Ds who provide direct supervision to RBTs and trainees
|Learning Objectives: 1. Participants will define and describe indirect and direct assessment methods that may be used to conduct comprehensive language assessments 2. Participants will define and describe behavioral skills training (BST) with in-situ feedback. 3. Participants will describe clinical applications of BST for staff training and ongoing supervision
|An Initial Evaluation of an Assessment Method for the PEAK Relational System Direct Training Module
|LANA WARREN (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Mark Garrett Yeager (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions )
|Abstract: When considering the best available treatment, it is crucial that assessments yield valid and reliable measures to produce effective treatment options. Currently, this research is limited, giving behavior analysis a platform to evaluate the psychometric properties and content validity of assessment tools used across settings. One major issue that practicing behavior analysts face is conducting the most comprehensive assessment within the time constraints put in place by insurance companies. Utilizing a method of assessment that includes indirect and direct descriptive methods and experimental manipulations could aid in cutting down assessment time, especially if those methods have known correspondence with each other. The purpose of the present study was to assess the components of the Promoting the Emergence of Advanced Knowledge Relational Training System: Direct Training Module (PEAK-DT) for children with autism. More specifically, this study evaluated the correspondence between the PEAK indirect assessment (PEAK-IA) and PEAK preassessment (PEAK-PA) for the Direct Training Module. Comparisons were also made to determine which method offers the best predictive validity of actual performance on the PEAK-DT module. Results indicate that PEAK-IA completed by parents and PEAK-PA share moderate correspondence, with the PEAK-PA offering the strongest predictive validity of direct testing outcomes. Implications for behavior-analytic practice, as well as directions for future research, are discussed.
|Clinical Applications of a Staff Training and Supervision Model to Newly Hired Registered Behavior Technicians
|MADELINE POTTER (Canopy Children's Solutions), Laura-Katherine K Barker (Canopy Children's Solutions), Robyn Brewer (Canopy Children's Solutions), Breanna Newborne (Canopy Children's Solutions), Mary Nicole Thomason (Canopy Children's Solutions)
|Abstract: Competency training and ongoing supervision of Registered Behavior Technicians (RBTs) can present numerous challenges for practicing behavior analysts. Efficient and effective training methods offer valuable tools that could offset the numerous time and monetary demands placed on clinicians. As such, the utilization of the Adaptive Behavior Treatment with Protocol Modification billing code (i.e., CPT code 97155) which can include simultaneous direction of an RBT may be beneficial to clinicians seeking to provide ongoing training and supervision to their staff while continuing to make meaningful changes to a client's programming. This study serves as a clinical application of the findings of Barker et al., 2019 to a sample of newly-hired RBTs who received behavioral skills training (BST) and ongoing supervision for 5% of the hours spent providing behavior-analytic services per month as required by the BACB. Results indicated that in-situ feedback during initial training and during Adaptive Behavior Treatment with Protocol Modification sessions was the only training method that resulted in significant acquisition of mastery-level skills that also maintained after the trainee received their RBT designation