|Enhancing Staff Training and Performance With Technology and Organizational Behavior Management Practices|
|Monday, May 29, 2023|
|8:00 AM–9:50 AM |
|Hyatt Regency, Centennial Ballroom E|
|Area: OBM; Domain: Applied Research|
|Chair: Rocio Rosales (University of Massachusetts Lowell)|
|Discussant: Ivy M Chong (Little Leaves Behavioral Services)|
|CE Instructor: Ivy M Chong, Ph.D.|
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.
|Instruction Level: Intermediate|
|Keyword(s): human services, OBM, staff training, technology|
|Target Audience: |
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.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify various OBM practices that can be integrated into human service settings (e.g., clinics that provide services to learners with autism). 2. Describe the use of video modeling and self-monitoring to enhance staff training in practical settings. 2. Discuss the impact of pacing on comprehension during asynchronous staff training procedures.|
|Organizational Behavior Management (OBM) Interventions Outside the Lab: Practical Implications for OBM Interventions in Clinical Settings|
|MARY LOUISE LEWIS (Florida Institute of Technology), Kimberly Sloman (The Scott Center for Autism Treatment/ Florida Institute of Technology )|
|Abstract: Organizational Behavior Management research has demonstrated many ways to create significant positive change using behavior analytic research in a health and human services setting. However, the lack of experimental control and extraneous variables that occur in a naturalistic environment such as an autism clinic can lead to failed applications of OBM research in an applied setting. There is a clear research practice gap in OBM literature and human service settings (Luiselli et al., 2022). This presentation highlights the barriers to implementing effective interventions for staff while simultaneously following the precision needed to conduct empirical research in an autism clinic. The OBM interventions discussed will include an incentive system, email engagement, clinic cleanliness, vacation time processes, and visual prompts for timeclock accuracy. The data presented showed a significant increase in engagement across staff working in a clinical environment. The blend of clinical practices and OBM research can lead to a single intervention impacting change at all levels of the organization (leaders, supervisors, clients).|
|An Evaluation of Video Modeling with Embedded and Voice Over instructions to Teach Pairing Procedures|
|GLORIA LEYLA FANNING (May Institute; University of Massachusetts Lowell), Rocio Rosales (University of Massachusetts Lowell), Samuel Shvarts (The May Institute; University of Massachusetts Lowell)|
|Abstract: Pairing is a commonly recommended practice used to build rapport and create positive therapeutic environments (Lugo et al., 2017; Shillingsburg, et al., 2019; Smith, 2001; Sundberg & Partington, 2010). To date, there are limited technological procedures and/or operational definitions specific to training staff on structured pairing procedures. Video modeling is an evidence-based training approach that has been used to teach a variety of skills to staff working with children (Bovi et al., 2017). The purpose of the present study was to begin to formalize the training process for the initial stages of pairing in a structured protocol by systematically replicating and extending video modeling training research to teach pairing procedures to behavior technicians. The study used a non-concurrent multiple baseline design across participants. Results indicate video modeling with embedded and voice over instructions plus feedback is an effective and efficient method to train initial pairing procedures to direct care staff. Implications of these results will be discussed.|
Evaluating the Effectiveness of Video Self-Monitoring on Staff Treatment Integrity During Covert and Overt Observations
|AMBER R. PADEN (University of Nebraska Medical Center's Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute)|
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.
Relative Effects of Self-Paced and Machine-Paced Learning Under Computer-Based Training
|EUNJU CHOI (St.Cloud State University ), Douglas A. Johnson (Eastman Chemical Company)|
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.