Association for Behavior Analysis International

High quality staff training and performance management are critically important for both employee and consumer outcomes. For example, training and ongoing development leads to increased levels of performance, employee retention, and overall job satisfaction. Employee performance is directly related to positive client outcomes. This symposium will highlight research from four labs with projects related to staff training and performance management. The first presentation will provide an overview of organizational behavior management (OBM) interventions implemented outside of the laboratory setting and highlight barriers to implementing interventions for staff with the precision needed for empirical research. The second presentation will discuss the use of antecedent-based intervention enhanced by technology to train behavior technicians in a pairing protocol. The third presentation will describe the use of a consequence-based intervention using technology and self-monitoring to increase and maintain high levels of treatment integrity during discrete trial instruction for covert and overt observations. The fourth presentation will review the results of a study that evaluated self-paced versus machine-paced instruction to teach a novel skill in a simulated employment setting. Each presenter will discuss the limitations of their work and propose ideas for future research in this area.

Audience members should have a basic understanding of behavioral principles and how they are applied to organizations. Audience members should also have a general knowledge base in staff training procedures.

Research has shown poor treatment integrity can lead to slower progress toward mastering skills in the early intervention setting (Carroll et al, 2013). Pantermuehl and Lechago (2015) found that during covert observations, treatment integrity ranged from 18.6 to 76% whereas during overt observations, integrity increased to as high as 100%. While researchers have noted concern with reactivity, this continues to be an obstacle. It is important to investigate differences in treatment integrity with and without the supervisor present and identify ways to increase and maintain high integrity. Finding a socially acceptable, effective, and efficient method to increase and maintain high levels of staff treatment integrity when no supervisor is present is critical in the clinic setting. The purpose of the current study was to examine the effectiveness of video self-monitoring on increasing and maintaining high treatment integrity for staff implementing DTI during covert and overt observations. Participants include three staff who work one-on-one with children with ASD and implement programs with less than 90% integrity during either covert or overt observations. Preliminary results suggest video self-monitoring is effective at increasing staff treatment integrity.

Instructional applications such as Programmed Instruction and Computer-Based Instruction (CBI) have long touted the benefits of self-pacing (e.g., teaching machines, personalized system of instruction), but direct comparisons of different pacing types are lacking. The purpose of this study was to compare the effects of a self-paced instruction versus machine-paced instruction using a computerized format. A total of 70 participants were recruited and randomly assigned to either machine-paced learning or self-paced learning group. A mock training program was developed for this experiment. The participants were trained as a new technician at the hypothetical automotive company. The dependent variables for this research were correctly completed percentages of pre-test and comprehension test scores. A randomized between group design was applied and one-factor Analysis of covariance (ANCOVA) was used for the statistical analysis. To adjust the treatment effect estimate (i.e., prior knowledge on the automotive maintenance and repair), pre-test scores were used as a covariate. The adjusted difference between machine-paced condition and self-paced condition for correctly completed comprehension test scores was statistically significant. In other words, there was a significant effect of pacing types on comprehension test after controlling pre-test scores.