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| Pathways to Proficiency: Designing and Measuring Innovative Staff Training Through All Stages of Professional Development |
| Sunday, May 25, 2025 |
| 12:00 PM–12:50 PM |
| Marriott Marquis, M4 Level, Independence A-C |
| Area: AUT; Domain: Service Delivery |
| Chair: Lauren D'Amato (Bierman Autism Centers) |
| CE Instructor: Sarah Beth Costa, M.Ed. |
| Abstract: The effectiveness of behavioral skills training (BST) and Fluency Based Instruction (FBI) have been well documented into the behavior analytic literature to teach several different skills to a diverse population that includes caregivers, staff members, and more. This event will review the use of BST and FBI to teach skills necessary for new RBT candidates and onboarding BCBAs as well as methods to improve performance post onboarding. We will discuss the use of a variety of training tools to teach skills to both new and current employees, such as gamification in new behavior technician training, fluency based instruction in behavior technician ongoing training, and the use of ongoing training tools that target the specific skills needed for success in BCBA roles. In addition, we will review the implications of a streamlined training sequence and how that transfers to the application of those skills to one’s day to day activities with clients, ultimately impacting client outcomes. |
| Instruction Level: Basic |
| Target Audience: Beginners |
Learning Objectives: 1. Describe behavior skills training and gamification as it relates to behavior technician training
2. Describe competency based training as it relates to behavior analyst trainng
3. Become familiar with outcome measures to determine training effects |
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| Increasing Behavior Technician Rate of Instruction Through Daily Fluency Timings |
| KELLY SCHEIDERMAN (Endicott College), Lisa Tereshko (Endicott College) |
| Abstract: A common conflict reported by ABA) agencies is related to staff performance. Many companies have the common dilemma of low staff rate of instruction. This not only impacts staff performance, but also impacts client outcomes. Studies have shown the rate of instruction is directly related to the rate of learning in students (Barosky et al., 2020). This study first targeted staff’s fluency in presenting teaching opportunities to learners, using daily fluency training in a multiple-baseline probe design embedding changing criterion. Application then was tested through applying the fluency skill demonstrated in the training timing to the real-life full session duration with clients, as well as adaptation, demonstrating the skill with new programs, materials, and clients. Maintenance was checked through the maintenance phases of the study after the intervention phases ended. Results found participants who had overlapping data points in baseline, in other words had displayed their terminal goal during baseline, met their terminal goal quicker during intervention compared to those who had no overlapping data points. Implications include considering if this is the most effective way to improve rate of instruction and if this is the most effective intervention given to staff to increase client progress. |
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Clinician in Training: Using a Competency Based Training System to Onboard and Prepare Future Board Certified Behavior Analysts (BCBAs) for Best Practice |
| NICOLE PARTRIDGE (Bierman Autism Centers), Simone Palmer (Simmons University and Wellesley Public Schools), Christina Barosky (Bierman Autism Centers), Ashley Ahlers (Bierman Autism Center) |
| Abstract: Starting a new job is hard, which makes it necessary for proper onboarding process to support newer clinicians and experience clinicians to learn new skills in a new job. The purpose of this study is to evaluate the effects of a onboarding process for BCBAs or BCBA candidates and to measure the improvement of clients outcomes post initial behavior skills training program. The participants are BCBAs new to company as well as trainee’s transitioning to clinician in training roll to learn the job under a BCBA mentor. Materials include onboarding with video learning, BA modeling, supervisor review of skills and topics and conducts competencies to mastery. Rubrics provide us with data analysis for mastery criteria. The key outcomes are measured by programming changes (i.e., change harder) data and the timeline until a BCBA has a complete caseload. Results support the effectiveness of the process and highlights the key outcomes used as training outcomes measure. |
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| Strategies to Promote Success Pre and Post Initial Staff Training |
| SARAH BETH COSTA (Bierman Autism Centers), Simone Palmer (Simmons University and Wellesley Public Schools), Christina Barosky (Bierman Autism Centers) |
| Abstract: The requirement for ABA services to be delivered by those holding an RBT certification has been increasing across funders, which led to onboarding and initial training focusing on this requirement by many ABA companies. Typically to meet specific requirements companies will produce a streamlined training system. Streamlined training assists with quality assurance in training processes, promotes similar onboarding experiences, and focuses on success post onboarding. The overall purpose of this study was to determine if streamlined training, including both BST and gamification, would yield to a higher RBT passing rate while still focusing on retention, job satisfaction, and adherence to treatment. In addition, the study expands on initial training and reviews how the transfer from the streamlined onboarding to ongoing training and support in the local level impacts outcomes and job satisfaction for both behavior technicians and behavior analysts.
The results indicated in an overall increase in the RBT exam pass rate across the organization over the years, increased the number of RBTs providing ABA therapy, decreased feedback needed for professional behavior during onboarding, and increased overall training experience satisfaction. |
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