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| Embedding Procedural Efficiencies to Improve Learner Engagement |
| Saturday, May 24, 2025 |
| 4:00 PM–4:50 PM |
| Convention Center, Street Level, 147 A |
| Area: EDC/DDA; Domain: Applied Research |
| Chair: Courtney Keleher (Endicott College) |
| CE Instructor: Courtney Keleher, M.Ed. |
| Abstract: Task engagement during applied behavior analysis (ABA) intervention is essential to a learner’s progress on their individualized treatment goals (Ruble & Robson, 2006; McWilliam et al., 1985). Promoting engagement for students during teaching sessions involves implementing protocols that promote learner assent, as well as reducing barriers to efficient management of treatment time. This symposium will review methods that can help maximize engagement in learners during ABA-based therapy and/or education services. Initially, Radzilowicz will review a study that evaluates the effect of training strategies for school-based staff to identify and perform elements of the Universal Protocol. Almarzooqi will then discuss an intervention aimed at improving behavioral data collection by training special education teachers to act as performance managers. Last, Kaplan will compare the fidelity of two data collection methods to determine whether an increase in efficiency and engagement is possible without compromising on measurement accuracy. Overall, the three studies focus on strategies to improve learner engagement by increasing the effectiveness and efficiency of procedures implemented during ABA services. |
| Instruction Level: Intermediate |
| Keyword(s): Estimation data, Learner engagement, Staff training, Universal Protocol |
| Target Audience: Minimum RBT or BCBA level
Basic understanding of behavioral data collection and skill acquisition programming |
Learning Objectives: 1. Participants will be able to describe common problems with behavioral data collection.
2. Participants will be able to describe task clarification and performance feedback (correction and praise) and explain how they are applied to improve classroom data collection.
3. Participants will be able to identify three benefits associated with the use of estimation data collection.
4. Participants will be able to explain the value and limitation of classroom set-up/ecology on improvement of data collection performances.
5. Participants will be able to explain staff training procedures that address elements of the Universal Protocol |
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| Teaching Identification of and Engagement in Elements of the Universal Protocol |
| NICOLE RADZILOWICZ (Endicott College), Mary Jane Weiss (Endicott College) |
| Abstract: The Universal Protocol (Hanley & Ruppel, n.d.) is a set of procedural guidelines that are rooted in research designed to ensure compassionate and humane instruction to individuals who engage in severe challenging behavior. The main goals of the Universal Protocol include increasing safety and dignity for clients, and building genuine rapport with clients. Much of the literature surrounding trauma-informed care and compassionate care has been a call to action. Clinicians are told to engage in trauma-informed practices, and to avoid potentially retraumatizing the clients they serve. Research has not yet been disseminated to guide practitioners on how to implement Universal Protocols in a clinical or school setting, or how to train staff organization wide. While there is some guidance provided in the module on training implementation to mastery, there is limited guidance on how to provide that training. This study aimed to operationally define two elements of the Universal Protocol, inviting the student to participate in scheduled activities and limit non-essential demands. Furthermore, treatment strategies including Behavior Skills Training were applied and conditional discrimination training was used to aid individuals in identifying and engaging in these elements during hypothetical scenarios. Implications for training, practice, and generalization are reviewed. |
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Training Teachers to Be Performance Managers of Behavioral Data Collection Practices in Their Classrooms |
| JENAN ALMARZOOQI (May Center for Brain Injury and Neurobehavioral Disorders
), Joseph N. Ricciardi (May Institute), Tricia Choy (Children’s Hospital of Orange County), David Michael Castleman (Western Kentucky University), Kristen Parris (May Center for Brain Injury and Neurobehavioral Disorders), Serra R. Langone (May Center for Brain Injury and Neurobehavioral Disorders
), Kelly Palombo (Behavioral Concepts, Inc), Robin Codding (Northeastern University) |
| Abstract: Behavioral data collection is an essential component of evidence-based practice for special education students who present with challenging behaviors. Despite several methods proposed to enhance this process, such as self-monitoring, task clarification, and performance feedback, significant issues persist, including inconsistent, inaccurate, and unreliable data collection. This study evaluates an intervention aimed at improving behavioral data collection by training special education teachers to act as performance managers. Using a multiple-baseline design, three teachers at a private special education school for children with brain injuries and neurobehavioral disorders received training in task clarification and performance feedback. Data on classroom ecology, basic recording standards, and performance management strategies were collected and analyzed. Results indicate an improvement in all three dependent variables following the implementation of task clarification and performance feedback. An extension of the study was conducted on a separate classroom which replicated the original findings. The discussion will address the implications of these findings for data collection practices and the potential for broader application in special education settings. |
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| A Descriptive Comparison of Estimation Data Collection Versus Trial-by-Trial Data Collection: Accuracy, Efficiency and Engagement |
| ANNABEL LOUIZE KAPLAN (Endicott College), Mary Jane Weiss (Endicott College) |
| Abstract: Learners with Autism Spectrum Disorder require specialized teaching procedures; a commonly used instructional approach is Discrete Trial Teaching (DTT). Multiple types of data collection systems currently exist for use within discrete trial teaching; these systems may have differential associated levels of accuracy and flexibility. One type of data collection system, estimation data, involves the interventionist using a rating scale to estimate a learner’s performance after a teaching session. Previous studies (e.g., Ferguson, et al. 2019) have shown that estimation data collection performed as well as trial-by-trial data collection when implemented by a board-certified behavior analyst (BCBA). The current study evaluates the effect of two types of data collection systems used within applied behavior analysis (ABA) intervention for children with autism spectrum disorder (ASD). Estimation data collection (EDC) and trial-by-trial (TBT) data collection will be compared across 1) accuracy of data collection, specifically to determine mastery of targets, 2) efficiency of teaching (number of trials per session and rate of target acquisition), and 3) engagement level of both interventionist and learner. The current study extends the previous literature comparing the two types of data collection systems by utilizing registered behavior technicians (RBTs), incorporating the use of digital data collection, and by assessing engagement. |
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