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.


47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Symposium #370
CE Offered: BACB — 
Diversity submission Applications of Training Packages to Increase Fidelity of Core Competencies for Registered Behavior Technicians
Monday, May 31, 2021
9:00 AM–9:50 AM
Area: TBA; Domain: Applied Research
Chair: Jennifer Lynn Hilton (Endicott College)
CE Instructor: Jessica Piazza, M.Ed.

The Registered Behavior TechnicianTM (RBT®) credential has resulted in over 80,000 individuals being certified by the Behavior Analyst Certification Board (BACB) since its creation in 2014. RBTs provide direct service to individuals receiving Applied Behavior Analysis services, which has resulted in individuals with this credential becoming the face of the field, which many families and clients work with the majority of their treatment time. It is imperative that the training of individuals who hold the credential of RBT receive high quality and effective training. Empirically validated training packages can be used to train a variety of topics essential to the core competencies of the RBT credential. This symposium will present applied research that has investigated effective training focused specifically on individuals who are certified as an RBT. Training topics include the writing of effective session notes, treatment integrity of RBT implementation of preference assessments and discrete trial training, and RBT session feedback delivery to families of clients.

Instruction Level: Intermediate
Target Audience:


Learning Objectives: Learning objective: At the conclusion of the presentation, participants will be able to: (1) identify one training technique for training RBTs to write objective session notes (2) treatment fidelity for discrete trial training and preference assessments, (3) provide culturally sensitive session feedback
Diversity submission Treatment Integrity: A Comparison Study
ROXANNE GAYLE (Trumpet Behavioral Health; Endicott College)
Abstract: As Autism Spectrum Disorder (ASD) becomes more prevalent, practitioners within the field of behavior analysis continue to develop therapeutic techniques. With that being said, there is an increasing legal and ethical burden placed on the practitioner working with an ASD population to use evidence-based interventions that have been evaluated in the scientific literature (Detrich 2008). As practitioners sift through the literature, they also have to consider the treatment integrity regarding implementation of procedures that are selected for clients. Treatment integrity refers to the extent to which the intervention was implemented as intended (Vermilyea, Barlow, & O’Brien, 1984; Yeaton & Sechrest, 1981). Treatment integrity, as a construct, factors considerably in the implementation of an intervention and a high level of treatment integrity has been associated with increased probability of changes on treatment outcome measures (Livani et al, 2013; Perepletchikova & Kazdin, 2005). A comparison study was conducted to determine if different types of treatment integrity checklists yield different results. The current study provided similar results as previous studies, when treatment integrity increased, client outcomes increased. Although one checklist did not yield greater results, the participants rated written feedback on a detailed checklist most useful with gaining and retaining accuracy in implementation.
Diversity submission 

Implementing the Teaching Interaction Procedure to Train Objective Session Notes Via Telehealth

JESSICA PIAZZA (Endicott College; CARE, LLC)

The purpose of this study was to evaluate the effectiveness of using Teaching Interaction Procedure (TIP) in order to remotely train RBT certificants to write objective session notes. Session notes are a required component for each behavior analytic session conducted by an RBT. This requirement is present for acquiring and maintaining the certification as well as necessary for many funders of behavior analytic services. It is imperative that session documentation presents information in an objective format in order to accurately detail client progress. Behavior analysts can utilize proven training techniques in order to increase the fidelity of documentation of services completed by RBTs. A multiple baseline design across participants was employed with 3 RBTs. RBTs’ session notes during in home behavior analytic sessions were used as probes. Each RBT received the training, which implemented the TIP remotely, detailing how to write narrative sections of session notes objectively. Results indicate that all participants met mastery criteria within 3-4 teaching sessions and maintained these results across maintenance probes.

Diversity submission Providing Culturally Sensitive Feedback
NICHOLAS VINCENT ORLAND (Endicott College; Dubai Autism Center)
Abstract: Dubai, United Arab Emirates is composed of 90% expats who hail from various parts of the world (such as the United Kingdom, India, and Philippines). As Registered Behavior Technicians (RBT) provide session feedback to these parents from various parts of the world, miscommunications can occur which can potentially cause a variety of challenges (which can range from the therapist being viewed as “rude” by the parent to the parent discontinuing the service due to a miscommunication). A multiple baseline study across participants was employed at the Dubai Autism Center (a state-of-the-art treatment environment located in the heart of Dubai) with 3 RBTs. The RBTs were trained on core competence skills associated with providing culturally sensitive session feedback. Behavior Skills Training (BST) was utilized as the training intervention. This study is currently in progress and results are expected to indicate mastery criteria within 3 to 4 teaching sessions and will maintain over time across maintenance and generalization probes.



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