|Behavioral Training Strategies to Train Staff and Parents In-Person and Remotely|
|Sunday, May 29, 2022|
|8:00 AM–9:50 AM |
|Meeting Level 2; Room 205B|
|Area: EDC/DEV; Domain: Applied Research|
|Chair: Kimberley L. M. Zonneveld (Brock University)|
|Discussant: Jennifer R. Zarcone (The May Institute)|
|CE Instructor: Jennifer R. Zarcone, Ph.D.|
Considerable research has demonstrated the utility of various behavioral training strategies (e.g., behavioral skills training, interactive computerized training) to teach individuals to perform a variety of novel skills; however, there is relatively less research on training parents and school staff to perform novel skills, collect data, and analyze results – and even less so when the training is conducted remotely. This symposium includes four diverse empirical papers that explore the application of behavior analysis to teach a variety of skills to parents at home and staff members in school-settings, both remotely and in-person. Alami and Zonneveld will present a study evaluating the effects of a telehealth behavioral skills training package to teach parents to implement a behavioral feeding treatment at home to increase their children’s consumption of low-preferred foods. Jones and colleagues will present a study evaluating the effects of a remote behavioral skills training package on training special educators to conduct a multiple stimulus without replacement preference assessment, collect and analyze the data, and implement the results in brief teaching sessions. Nichols and colleagues will present a study evaluating the necessary and sufficient components of a previously validated interactive computerized training package for staff. Finally, Silva and colleagues will present a study evaluating the effects of a behavioral skills training package to train school personnel to implement a behavioral feeding treatment for three students diagnosed with autism spectrum disorder. The results of each will be discussed within the context of limitations and implications for future research and clinical applications.
|Instruction Level: Intermediate|
|Keyword(s): Parent training, Remote training, Staff training, Telehealth|
|Target Audience: |
Attendees should have a familiarity of behavior analytic terminology and an understanding of single-subject experimental research designs.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe various training strategies (e.g., behavioural skills training, interactive computerized training) to teach skills to staff and parents; (2) Identify which training methods research supports for teaching skills remotely via synchronous videoconferencing; and (3) Describe various factors to consider when designing and delivering interventions remotely via synchronous videoconferencing.|
|The Effects of Behavioral Skills Training on a Parent-Implemented Feeding Treatment via Telehealth|
|AREZU ALAMI (Brock University), Kimberley L. M. Zonneveld (Brock University)|
|Abstract: Extensive research has established the effectiveness of in-person behavioral skills training (BST; i.e., instruction, modeling, rehearsal, feedback) to teach individuals to perform a variety of novel skills, including how to implement behavior analytic treatments for food selectivity. To date, no study has evaluated the effects of a telehealth BST training package to teach parents to serve as primary interventionists and implement a feeding treatment with their child at home. We used a multiple baseline across participants design to evaluate the effectiveness of a telehealth BST training package to teach parents to implement a sequential presentation and nonremoval of the spoon feeding treatment with their child in their home. We found the telehealth BST training package was an effective means of teaching parents to implement a feeding treatment and contribute to the existing literature on parent-implemented feeding treatments to increase children’s consumption of low-preferred food. Results are discussed within the context of treatment implications and suggestions for future research.|
|Use and Implementation of Preference Assessments by Special Educators|
|NICOLE JONES (University of Kansas), Kathleen Soyka (University of Kansas), Jessica Foster Juanico (University of Kansas)|
|Abstract: Stimulus oreference assessments are used to identify preferred stimuli that can be utilized to increase responding (DeLeon & Iwata, 1996) and may be important in special education settings. Researchers have extensively evaluated preference assessments (e.g., Fisher et al., 1992; Graff & Ciccone, 2002; Graff & Karsten, 2012a) and trained various professionals in preference assessment methodology (e.g., Higgins et al., 2017; Lavie & Sturmey, 2002; Pence et al., 2012); however, preference assessments appear to be uncommon in special education (Graff & Karsten, 2012b). Additionally, there is limited research training special educators to collect and analyze preference assessment data and implement the results in a subsequent teaching session. The purposes of this study were to identify current preference assessment practices of special educators and to evaluate the effects of remote BST on training special educators to conduct an MSWO, collect and analyze the data, and implement the results in brief teaching sessions. Our results suggest few special educators implement preference assessments and remote BST was effective for all three special educators in acquiring MSWO skills.|
A Component Analysis of Interactive Computerized Training to Teach Activity Schedules
|Juliana Aguilar (Utah State University), BEVERLY NICHOLS (Utah State University), Stephanie Mattson (Utah State University), Vincent E. Campbell (Utah State University), Thomas S. Higbee (Utah State University)|
The demand for Board Certified Behavior Analysts (BCBAs) increased by 1,942% from 2010 to 2018, and the number of newly credentialed BCBAs is closely tracking that trend. Training and supervising professionals in the implementation of behavior-analytic interventions is a significant part of a BCBA’s job description. Interactive computerized training (ICT) is a staff training package that consists of instructions, modeling, interactive activities, and feedback and has been successful in training multiple behavior analytic techniques. The multiple components included in these training packages can make the creation of new training programs labor intensive. However, the dissemination and replicability of these training packages can be beneficial for both trainers and trainees. Thus, in this study, we conducted a component analysis of the different instructional components that make up the ICT package in an effort to determine which training components were most critical to the success of a previously validated ICT. Two undergraduate students were taught to how to implement and teach activity schedules with an adult confederate. Video training alone was unsuccessful for both participants. While one participant was successful with the complete ICT alone, the other participant required verbal feedback to meet criterion.
Examining the Implementation of a Behavioral Feeding Package in a School Setting
|KARA ROMANETZ (May Institute), Meghan Silva (May Institute), Stephanie Coe (Simmons University), Stefanie Schrieber (Munroe-Meyer Institute)|
Behavioral interventions, including escape extinction and differential reinforcement, have shown to be effective interventions in treating feeding challenges in pediatric populations. Schools present a promising setting for treating feeding difficulties due to the large number of students served daily. However, limited research exists examining the implementation of behavioral feeding interventions in schools. Further, it is unclear to the extent that special educators and school-based clinicians have been trained to implement behavioral feeding interventions in school settings. In this study, we used behavioral skills training (BST) to train school personnel to implement a behavioral feeding treatment package for three students diagnosed with autism. All students presented with challenging mealtime behavior and a limited food repertoire prior to starting the treatment. The treatment package incorporated non-removal of the spoon, bolus-fading, and differential reinforcement. Results indicate the treatment package was highly effective in increasing acceptance of non-preferred foods and that BST was an effective approach in training school personnel to implement a behavioral feeding treatment package in a school setting.