|
| Consultation With School-Based Service Providers: Developing Behavior Analytic Interventions and Ensuring Treatment Fidelity Across Providers and Settings |
| Monday, May 27, 2024 |
| 11:00 AM–11:50 AM |
| Marriott Downtown, Level 5, Grand Ballroom Salon F |
| Area: EDC/TBA; Domain: Applied Research |
| Chair: Erica B McClure (University of Louisville) |
| Discussant: Amanda M Borosh (Purdue University) |
| CE Instructor: Erica B McClure, Ph.D. |
| Abstract: The need for individuals with disabilities to receive access to evidence-based practices and for service providers to receive quality training in implementing these practices indicate a significant need for research examining the efficacy and efficiency of specific training approaches (e.g., behavioral skills training, in-vivo coaching). Behavioral skills training is a commonly used, well-researched method for delivering training that has been shown to generate mastery and fidelity across multiple populations and skills. In this symposium, presenters will discuss various models for consulting with school-based practitioners to ensure treatment fidelity when implementing behavior analytic interventions, including pyramidal training and using in-vivo coaching paired with visual supports and self-monitoring. Presenters will share data outlining the results of studies examining the functional relation between provision of behavioral skills training, embedded in a pyramidal or in-vivo coaching model, and the treatment fidelity of school-based practitioners implementing behavior analytic interventions. Researchers will share multiple tools and discuss implications for future practice and research. |
| Instruction Level: Basic |
| Keyword(s): consultation, schools, training, treatment fidelity |
| Target Audience: This symposium is beneficial to individuals who have a basic understanding of consultation models when supporting school-based practitioners. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify and outline various methods of consultation with school-based practitioners, including providing behavioral skills training in behavior analytic interventions and utilization of in-vivo coaching; (2) describe the relevance of and process for differentiating consultation models to meet the diverse needs of school-based practitioners based on specific trainee characteristics; (3) develop a plan to utilize behavior analytic methods to increase the treatment fidelity of school-based practitioners when implementing specific interventions. |
| |
| Effects of Pyramidal Behavior Skills Training on the Procedural Integrity of School Staff When Delivering Functional Communication Training to Students |
| ERICA B MCCLURE (University of Louisville) |
| Abstract: This study utilized a concurrent multiple probe across participants design to examine the effects of pyramidal behavioral skills training on the procedural integrity of general education teachers providing functional communication as part of an intervention plan. Behavioral skills training was provided by the researcher to a special education teacher participant in one training session; the special education teacher then utilized behavioral skills training to provide training to general education staff in single subsequent training sessions. No additional coaching was provided beyond these training sessions. Data collected throughout the study indicated that pyramidal behavioral skills training provided in one session resulted in an increase in procedural integrity across all general education teacher participants with an effect size of d = 1.00. Social validity data indicate that the teacher participants viewed the training as valuable and expressed an interest in receiving further training. The results of this study support the use of pyramidal behavioral skills training to train general education teachers in the implementation of functional communication training. |
| |
| Implementation of an In-Vivo Coaching Model Utilizing Behavioral Skills Training to Train School Staff in Implementation of a Behavior Intervention Plan |
| AMANDA M BOROSH (Purdue University), Erica B McClure (University of Louisville) |
| Abstract: While several studies have examined the effects of behavioral skills training procedures on staff development of skills, limited research has been conducted to examine the efficacy of utilizing behavioral skills training when training staff to implement behavior intervention plans with accuracy and fidelity, as well as how these skills may be maintained through the use of visual supports for staff and self-monitoring. The purpose of the current study was to contribute to previous findings by evaluating the following: the efficacy of behavioral skills training as a procedure utilized to train staff in the implementation of a student’s behavior intervention plan with accuracy and fidelity, and the effect of visual supports and self-monitoring on staff maintenance of skills post-training. Results indicated a significant increase in staff treatment fidelity after receiving behavioral skills training when coupled with the provision of visual supports (i.e., behavior intervention plan checklist). Implications for future research and practitioners will be discussed. |
|
| |