Association for Behavior Analysis International

The symposium includes a series of three studies where functional communication training and delay tolerance models were taught to staff members using variations of behavior skills training and pyramidal training. The principal study used BST to train staff in providing a variation of Hanley´s (2012) FCT program within a school setting, looking at skill generalization to a student learner. The second study was a replication and extension of the first where it explored adding three levels of a pyramidal model to the BST within a special school environment, highlighting its adaptability and effectiveness in teaching functional communication and delay tolerance. The third study was a replication and extension of the second, adding levels to the pyramidal approach and focusing further on the procedural integrity of Functional Communication Training when implemented within the pyramidal framework in a supported home facility. This series of studies outlines the importance of maintaining procedural fidelity while also demonstrating the effectiveness of the pyramidal model when combined with BST.

Current RBT, BCaBA, BCBA or BCBA-D certificates. Knowledge of Functional Communication Training and staff training in a clinical environment.

Behavioral skills training (BST) is a validated method used widely to instruct caregivers and others in skills grounded in applied behavior analysis. This study employed BST in role-play to teach three female university students, aged 24-26, a six-step functional communication training, and subsequently assessed its transference to teaching an autistic student in a specialized classroom. Two students were pursuing a master's in applied behavioral analysis at the University of Iceland, with backgrounds in psychology and 1-4 years' experience with disabled individuals. The third held a BA in social education, was enrolled in an additional program, and had seven years of experience in the field. Using a multiple baseline probe design, the research gauged the effect of BST on the students' competency in communication training. Results indicated a significant increase in correct step implementation, averaging from 7.4% to 98%. In real-world scenarios, this accuracy reached 99%. The findings emphasize BST's efficacy in imparting communication techniques both in simulated and actual settings. Participant feedback further attested to the training's strong social relevance.

This study examined the efficacy of using pyramidal behavioral skills training for teaching staff skill-based functional communication. Three central queries were addressed: the consistency of training implementation across pyramid tiers, maintenance of trained skills among participants, and participants' capability to apply skills with a child post-training. Six staff and interns from a special school participated, along with a student undergoing functional communication training. Participants were educated using the pyramidal behavioral skills methodology. A synchronized multiple baseline probe design was employed. Training for each subsequent participant commenced only after the prior one completed their training. The researcher initiated by instructing two participants, who then taught their peers. On average, training accuracy reached 93% across all participants. Their performance in executing functional communication skills averaged at 98%, while real-life application with a student was observed to be 96% accurate. The outcomes advocate for the pyramidal approach as an economically sound method for staff training in evidence-based techniques, especially in settings requiring distributed responsibility and enhanced training efficiency for new personnel.