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| Enhancing Service Delivery: Program Modification Training for Assent-Based and Trauma-Informed Practices |
| Sunday, May 25, 2025 |
| 4:00 PM–4:50 PM |
| Marriott Marquis, M2 Level, Marquis Salon 7-10 |
| Area: DDA; Domain: Service Delivery |
| Chair: Carolyn Crysdale (Endicott College) |
| CE Instructor: Carolyn Crysdale, M.A. |
| Abstract: Assent and trauma-informed practices are essential to addressing the unique needs of our clients. Practitioners often understand the importance of such practices but they may still struggle with their application during the course of service delivery. Therefore, helping practitioners navigate the conditions under which it is relevant to program for assent and trauma-informed practices during service delivery is integral for supporting both service providers (practitioners and direct care providers) and clients. This symposium includes a collection of three different applications of Behavioral Skills Training (BST) to train service providers to implement assent-based and trauma-informed interventions in response to distress and behaviors that may interfere with learning. Specifically addressed are skills including identifying assent and assent withdrawal, collecting data on these behaviors, problem-solving how to address assent withdrawal during instruction, and assessment and treatment risk-benefit considerations from a trauma-informed practice lens. All trainings aimed to teach practitioners how to objectively assess and make individualized modifications to existing programs to better meet the needs of their clients. In addition, social validity measures across clients, caregivers, and service providers will also be discussed. |
| Instruction Level: Intermediate |
| Keyword(s): Assent, Behavioral-Skills Training, Protocol Modification, Trauma-Informed Practice |
| Target Audience: Attendees should be familiar with the components of behavioral skills training (BST) Attendees should have knowledge of general program/protocol components (i.e. SD, target response, error correction, reinforcement, generalization, maintenance, etc) |
Learning Objectives: 1. Participants will be able to identify different applications of behavioral skills training for assent and trauma informed practice
2. Participants will be able to evaluate current protocols for modification
3. Based on needed modifications, participants will be able to list possible modifications that align with an assent informed or trauma informed practice |
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| Behavioral Skills Training to Teach Staff to Follow an Assent-Based Intervention |
| JACQUELINE J. WEBER (Endicott College) |
| Abstract: In this study, Behavioral Skills Training (BST) was used to train public school staff working with students with multiple disabilities to implement assent-based interventions during Discrete Trial Teaching (DTT). Skills taught involved how to identify student assent and assent withdrawal behaviors, verify assent, respond to assent withdrawal, maintain assent behavior, and collect data on assent and assent withdrawal behaviors. BST was delivered in person with video-recorded supplementation. Inter Observer Agreement data with both the experimenter and independent observers was performed on staff data collection and treatment integrity on staff implementation of the prescribed assent-based intervention plan. Procedural integrity was performed on the experimenter’s training delivery by independent observers. Results of the study indicate a functional relationship between BST and accuracy in data collection and implementation of assent-based interventions. Social validity feedback from staff members indicated a positive response to BST and implementing assent-based intervention. Data will be shared on treatment integrity, interobserver agreement, and results from a pre and post-questionnaire conducted with staff evaluating skills learned during training. |
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Teaching Practitioners to Identify and Modify Skill Acquisition Protocols to Account for Assent Behaviors |
| KATHERINE RHOADES (Endicott College), Stephanie Bendush (Endicott College) |
| Abstract: The field of applied behavior analysis is progressing from conceptualizations of assent, assent withdrawal, and dissent, to the practical implications of modifying interventions and programs.This study evaluates the effectiveness of a computer-based module training program to teach clinicians concepts of assent, identifying assent within protocols, and identifying opportunities to embed assent within the protocol then making corresponding modifications. The goal of this research is to provide empirical support for different strategies clinicians can use in their daily practices to increase their use of assent-informed protocols and interventions. Assent provision and withdrawal behavior is idiosyncratic and will rely on numerous contextual variables that may be difficult to anticipate when generating a training program. Therefore, the aim of this training is to teach the application of different concepts within assent to the protocol modification process, while teaching to generalization. By creating a computer-based program with a behavioral skills training format, our goal is to create an evidence-based training that can be broadly distributed, therefore making assent-informed protocol modification more accessible to a wider population. |
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| The Utility of Training Behavioral Practitioners in Trauma-informed Practices |
| GABRIELLE MORGAN (Bay Path University), Candice Colón (LEARN), Megan Romero (Total Spectrum) |
| Abstract: Individuals diagnosed with developmental disabilities (DD) are over 3 times more likely to experience maltreatment or other potentially traumatic events than the general population. According to the Behavior Analyst Certification Board (BACB, 2020), Board Certified Behavior Analysts work primarily with individuals with DD, but many do not receive explicit training on how to take the trauma experiences of their clients and their families into account when developing or implementing behavior treatment plans. This study investigated the efficacy of a training package to teach behavioral practitioners to assess and modify their programs to include trauma-informed practices. The training package included live training with embedded behavioral skills training, didactic components, rationale, and follow-up check-ins with trainees. Before and after the training, an open-ended questionnaire regarding current BCBA practices and confidence in implementing trauma-informed practices was conducted, a rubric regarding the practitioners’ incorporation of trauma-informed practices was scored based on the current treatment plan and skill acquisition programs and a caregiver and behavior therapist questionnaire on the acceptability of the current program were provided. In addition, data on the client’s interfering behavior and skills targeted for acquisition were also reviewed before and after the training to assess client acceptability. |
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