Association for Behavior Analysis International

This symposium focuses on enhancing staff and student performance through training and various performance management strategies in preschools, community organizations, and academic settings. We begin by presenting findings from a study that used graphic feedback to reduce stationary behavior among practicum teachers, highlighting the importance of physical movement in preschool classrooms. Next, we explore a study designed to equip preschool teachers with effective behavior management skills through workshops and coaching, emphasizing the implementation of healthy behavioral practices. Third, we report on research aimed at optimizing graphing skills by comparing different instructional interventions, including video modelling, with implications for approaches that best improve performance. Finally, we examine the effects of training practitioners to conduct indirect assessments with high fidelity, leading to discussions that highlight the disconnect between “knowledge” and performance of clinical skills and the need for practitioners and researchers to use best practices to ensure high fidelity in implementing indirect assessments. Together, these studies showcase the diverse applications of performance management in behavior analysis across various settings.

teachers, aba practitioners, graduate students

Recent research shows that general education teachers often struggle with implementing effective behavior management strategies, particularly those involving consequences. A systematic review by McGuire et al. (2024) revealed that many teachers continue to have difficulty with consequence-based strategies even after training, and general education teachers report receiving less training in this area than those in specialized settings. A recent study found that general education teachers are often unprepared to manage students with challenging behaviors. To address these gaps, it is essential to equip teachers with foundational classroom management skills and supplement their training with strategies that promote long-term retention. Healthy behavioral practices—including frequent positive interactions, clear instructions, appropriate responses to disruptive behaviors, and access to preferred activities—are key strategies. In this study, preschool teachers were trained to apply these strategies in response to behaviors serving various functions. We collected data on their use of healthy behavioral practices, conducted a 2-h workshop, and provided written feedback and coaching across three classrooms and four teachers. Results from this approach, along with practical implications for classroom management, will be shared in the presentation.

While indirect assessments are commonly used in research and practice by behavior analysts, the existing literature does not describe how practitioners are trained to use these tools. Accurate implementation of indirect assessments is important for identifying possible functions of behavior that may be used to inform functional analysis conditions or, in cases in which functional analyses are not conducted, for developing function-based treatments. The current study aimed to evaluate the effectiveness of behavioral skills training (BST) to train professionals (BCBAs, BCaBAs, and behavior technicians) to implement indirect assessments (QABF, MAS, FAST) with high fidelity. Pre- and post-training evaluations consisted of a written knowledge test and accurate implementation of the assessments. Performance on the pre-intervention written knowledge test was high, with 5 out of 6 participants meeting mastery criteria (90%). However, participants were not able to implement the indirect assessments with high fidelity prior to training. Instructions alone were not sufficient for participants to implement assessments with high fidelity. Participants required modeling, rehearsal, and feedback to improve performance. These findings highlight the disconnect between “knowledge” and performance of clinical skills and the need for practitioners and researchers to use best practice for ensuring high fidelity of implementation of indirect assessments.