|Utilizing Virtual Platforms for Training Stakeholders
|Saturday, May 27, 2023
|10:00 AM–11:50 AM
|Hyatt Regency, Capitol Ballroom 5-7
|Area: CBM/EDC; Domain: Applied Research
|Chair: Valerie Monica Colantuono (A.J. Drexel Autism Institute at Drexel University)
|Discussant: Sarah E. Bloom (University of South Florida)
|CE Instructor: Sarah E. Bloom, Ph.D.
The included papers discuss Behavior Skills Training (BST), Video-Based Training (VBT) and ways of utilizing virtual platforms to provide education to a diverse group of stakeholders. Researchers examined the value, effectiveness, and accessibility of such programs on the skill development of their learners. BST is known to be an effective method of teaching skills and maintaining skill retention. BST programs may be time-consuming and inaccessible to specific groups of stakeholders. Using VBT and virtual training platforms to educate stakeholders and teach high-demand skills may increase accessibility in these areas. Researchers have been successful in utilizing virtual platforms to conduct trainings for stakeholders across various disciplines. Presenters will discuss the efficacy of virtual modalities to disseminate training on behavior management, statistical analysis, arrangement of safe infant sleeping environments, and trial-based functional analysis. Stakeholders receiving training included medical professionals, behavior analysts, and caregivers. Results indicated that virtual training can be a useful tool in educating stakeholders and maintaining skill retention over time.
|Instruction Level: Intermediate
|Keyword(s): Behavior-Skills Training, Stakeholder Education, Telehealth, Video-Based Training
Individuals offering direct therapy, RBT, BCaBAs, BCBAs, BCBA-Ds.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe the importance of increasing accessibility to high-quality behavior analytic training; (2) describe recent research related using virtual platforms to address such issues (3) discuss the efficacy of virtual modalities to disseminate recent training on behavior management, statistical analysis, and safe infant sleeping.
Virtual Training of Medical Professionals on Behavior Management for Individuals With Intellectual and Developmental Disabilities
|ANDREA QUYNH MAI HOANG (University of Houston Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake)
Individuals with intellectual and developmental disabilities (IDD) experience major health disparities compared to those without disabilities (CDC, 2019). Some of these disparities may be due to increased rate of fear behavior exhibited by individuals with IDD in response to medical environments and lack of physician training on how to treat individuals with IDD. This study assessed the efficacy of a virtual 3-hr training to prepare medical students to implement behavior management techniques that could be integrated within the context of a typical wellness examination. Results indicated that training was effective at increasing the participants’ correct implementation of the techniques in roleplay and with patients with IDD attending a local university-based medical center for a checkup. Responding maintained at high levels during the 2-week maintenance assessment.
|Teaching Behavior Analysts Statistical Approaches to Analyze Extended Clinical Data
|NAZURAH KHOKHAR (Brock University), Marie-Chanel Monique Morgan (Brock University), Alison Cox (Brock University)
|Abstract: In behavior analysis, researchers have begun to explore the efficacy of using video modeling to train behavior analytic students and certified behavior analysts (i.e., Board Certified Behavior Analysts; BCBA) on graphing skills. However, evaluating the efficacy of using this strategy to teach more complex skill sets (e.g., statistics) is relatively understudied. Furthermore, with the arrival of COVID19, most continuing education activities shifted to virtual delivery; increasing the need for research evaluating the efficacy of different teaching approaches delivered virtually (e.g., asynchronous versus synchronous). The purpose of the current study is to create and evaluate the effectiveness of a virtual training package comprised of: (1) written instructions, (2) a statistical analysis online tool, and (3) a video model. Together these components are designed to teach behavior analysts to correctly conduct and interpret introductory statistical analyses in reference to large datasets, wherein visual analysis may not be well-suited to answer the questions being posed. Preliminary results suggest improved performance across all participants. We will discuss clinical implications of supporting behavior analytic professionals in enhancing their analytic skillset, as well as next steps regarding approaches to training professionals to address existing research gaps in the virtual training literature.
|The Influence of Video-Based Training on Caregiver Arrangement of Infant Sleeping Environments
|LAUREN K. SCHNELL (Hunter College), Jacqueline Mery (Kennedy Krieger Institute ), Jessica Day-Watkins (Drexel University)
|Abstract: Recent behavior analytic studies have examined behavioral skills training to teach adults to arrange safe infant sleeping environments. These studies were conducted in an analogue environment and with all training components delivered by an expert staff trainer. The purpose of the current study was to replicate and extend this literature by substituting video-based training (VBT) for behavioral skills training. We assessed whether expectant caregivers could
arrange safe infant sleeping environments following VBT. VBT alone resulted in positive outcomes for a portion of participants, whereas a subset of participants required feedback to reach mastery criterion and social validity data suggest that participants found the training procedures favorable.
|Training Board Certified Behavior Analysts via Telehealth to Conduct the Trial-Based Functional Analysis
|KARIE DEPAOLO (The May Institute), Sarah E. Bloom (University of South Florida)
|Abstract: Although many behavior analysts recognize the value of conducting a functional analysis (FA), some report being hesitant to conduct the assessment (Oliver et al., 2015). Two potential barriers to conducting functional analyses include setting limitations (Roscoe et al., 2015) and lack of trained staff (Deochand et al., 2020). Researchers have addressed these limitations by developing variations of the traditional functional analysis and demonstrating that those procedures could be taught across various populations. Perhaps the issue related to training has less to do with the ability to train functional analysis procedures, and more to do with the accessibility of such trainings. Study 1 addressed these limitations by demonstrating that Board Certified Behavior Analysts could be taught trial-based functional analysis procedures through a remotely delivered video modeling intervention. Study 2 evaluated the generalization of these skills to the natural environment by having the behavior analysts conduct the assessment with a client. Furthermore, maintenance of the procedures was demonstrated through role play with the researcher four weeks following the final functional analysis session.