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| Building Expertise Together: Training, Supervision, and Parent Collaboration in Behavior Analysis |
| Sunday, May 25, 2025 |
| 3:00 PM–3:50 PM |
| Convention Center, Street Level, 146 A |
| Area: OBM/DDA; Domain: Applied Research |
| Chair: Astrid Yesebel La Cruz Montilla (BCBA) |
| CE Instructor: Astrid Yesebel La Cruz Montilla, M.A. |
| Abstract: Supervision and training are critical variables in the application of evidence-based behavior analytic services. Application of programming by inadequately supervised, trained, and/or mentored professionals or caregivers can lead to increased risks for consumers. Such circumstances could pose risks to clients achieving an improved quality of life and compromise their safety. These risks are further compounded by the surge in newly certified behavior analytic professionals across certificate levels. A potential solution involves utilizing evidence-based supervision and training procedures to support clinicians and caregivers. This symposium features three presentations aimed at building expertise in the application of behavior analysis services with both clinicians and caregivers. The first presentation will describe an agency-wide fieldwork support model designed to enhance professional development for analysts in training. The second presentation will provide a literature review of pyramidal training. The third presentation will focus on an evidence-based approach for training parents to conduct preference assessments to identify reinforcers for their autistic child. |
| Instruction Level: Basic |
| Keyword(s): Fieldwork, Preference Assessment, Pyramidal Training, Supervision |
| Target Audience: The target audience should have the prerequisites necessary to provide supervised fieldwork or be in the process of gaining the necessary certifications to do so. Audience members should also have prior knowledge on staff training approached (e.g., BST and pyramidal training) and preferences assessments. |
Learning Objectives: 1. Participants will be able to describe components of a fieldwork support model targeting supervision of analysts in training.
2. Participants will be able to summarize critical variables pertaining to the application of pyramidal training.
3. Participants will be able to detail how they can use behavioral skills training to teach parents to conduce preference assessments. |
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Fostering Competence via the Fieldwork Support Model for Behavior Analysts in Training |
| ALLYSON MOORE (Center for Applied Behavior Analysis), Alexis Munoz (Center for Applied Behavior Analysis), Matisse Rose Lovett (University of Nevada, Reno), Astrid Yesebel La Cruz Montilla (BCBA) |
| Abstract: In recent years, our profession has experienced an exponential increasing demand for Applied Behavior Analytic (ABA) services and these conditions have set the occasion of limited available expertise and a wide range of challenges, including lack of skilled ABA practitioners (Batt et al., 2023) and challenges related to protecting the integrity of ABA (Tayler et al., 2023). The Behavior Analysis Certification Board’s (BACB) 2024 data shows 69,645 credentialed individuals in 2024, with 54% of these certified in the past 5 years, and 76% in the past 10 years. In addition, the BACB Annual Data Report (2023) indicated only 56% of examinees passed the exam on their first attempt. This presents with a herculean effort for supervisors to provide effective behavior-analytic supervised fieldwork experience that meets the minimal requirements described by the BACB (2023) in the development of case conceptualization and problem-solving and decision-making repertoires, as well as the more practice-oriented skills within the Applications section of the BACB Task List, 5th ed (2017). This presentation will cover the Fieldwork Support Model within the Center for Applied Behavior Analysis, including the structures, competencies, exam rates, and performance criteria both as a trainee and within the first year of BCBA credentialing. |
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| A Literature Review of Pyramidal Training: Who, What, and Where |
| ASHLEY AVALOS (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Richard Colombo (University of Washington), Alexis Munoz (Center for Applied Behavior Analysis), Andrew Pierce Blowers (Center for Applied Behavior Analysis) |
| Abstract: Behavior analysts are expected to train support staff on behavior-analytic services, procedures, and interventions per the Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020) to provide consumers with the best treatment possible. One common method of training is pyramidal training, which entails having a skilled expert (i.e., Tier 1) train a small group of individuals (i.e., Tier 2) to implement a skill/procedure who in turn train another group of individuals (i.e., Tier 3) to implement the same skill/procedure. We conducted a review of the literature from 2000 through 2024 and identified 11 articles pertaining to the use of pyramidal training, which were subsequently analyzed across several variables considered critical including: number of participants, number of tiers, settings, target skills trained, teaching approach, generalization, maintenance, and impact on consumers. Results will be discussed with respect to the use of pyramidal training in the scope of implementing a range of behavior analytic procedures. In addition, avenues for future research will be discussed as well as practice-based implications. |
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| Evaluating the Effects of Behavioral Skills Training to Teach Parents to Implement Preference Assessments |
| JENNIFER REBECCA WEYMAN (California State University, Los Angeles), Julie Anne Williams (California State University, Los Angeles), Richard Colombo (University of Washington) |
| Abstract: Preference assessments are essential tools used to identify items that may function as potential reinforcers. Items identified as preferred are then delivered following desired appropriate behaviors to increase the likelihood of those socially appropriate behaviors for individuals with autism spectrum disorder occurring in the future. There is a wide selection of research on teaching individuals such as school staff, practitioners, college students, psychologists, and trainees of behavior analysis on how to conduct and implement preference assessments. However, there is little research on training parents of children with autism on how to implement preference assessments within the home setting. Therefore, the current study evaluated the effects of behavioral skills training (BST) to teach parents how to conduct a multiple stimulus without replacement (MSWO) preference assessment, and to assess the social validity of parent implemented MSWOs. The results showed BST was successful in training all parents, and the MSWO was rated as highly acceptable and practical. |
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