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| Training Issues in Autism Spectrum Disorder |
| Monday, May 25, 2020 |
| 4:00 PM–4:50 PM |
| Walter E. Washington Convention Center, Level 2, Room 207B |
| Area: AUT |
| Instruction Level: Basic |
| Chair: Preetinder Narang (University of Toronto) |
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| Increasing the Rate of Instructional Opportunities Using Behavior Skills Training in a Clinical ABA Setting |
| Domain: Applied Research |
| EMILY DAVIS (The BISTÅ Center), Daniel Howell (The BISTÅ Center) |
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| Abstract: Current research indicates that behavior skills training (BST) is the most effective instructional method when teaching registered behavior technicians® (RBTs®) how to appropriately implement discrete trial training (DTT) and natural environment teaching (NET). These two treatments are empirically based interventions shown to significantly improve developmental outcomes of individuals diagnosed with Autism Spectrum Disorder (ASD). This study contributes to current research by expanding the BST intervention package to include how to more effectively identify potential learning opportunities and increase the rate of instruction across both DTT and NET settings. Baseline data indicates variability and an overall low frequency of instructional rates presented across RBTs® per day. A multiple baseline across subjects design will be introduced to evaluate the effects of the BST intervention package for the RBTs’® implementation execution of DTT and NET. Baseline, pre-treatment, and treatment will be systematically introduced to the RBTs®, and a 3-month follow-up will be conducted to test for generalization of skills. |
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Effect of Behaviour Technician Training for Paraprofessionals in Canadian Public Schools |
| Domain: Applied Research |
| PREETINDER NARANG (University of Toronto) |
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| Abstract: Across Canada and the United States, interventions and supports for students with autism are often implemented by paraprofessionals in general education classrooms. Despite the abundance of research on the efficacy of behaviour analytic methods, paraprofessionals in inclusive settings struggle to utilize proactive and planned support strategies with students exhibiting complex behaviour. This paper will discuss the process and impact of a five-year training initiative aligned with the Registered Behaviour Technician (RBT) credential in Surrey School District, British Columbia. After establishing the training program between 2013 and 2017, research was conducted on training effectiveness and 30 paraprofessionals were randomly assigned to either treatment or service-as-usual groups. While both groups received 40 hours of technician training and on-site support, the service-as-usual group received training later in the school year and served as control for the treatment group. All paraprofessionals were individually assigned to students with autism, Grades K-3, with significant skill deficits in the areas of language, socialization, and behaviour. Analysis using a mixed ANOVA revealed statistically significant interaction effects between training group and time for paraprofessional use of proactive and reactive strategies; student maladaptive behaviour; student cooperation with academic tasks; frequency of problematic routines; and paraprofessional ratings of student success. |
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