|Staff training methods for increasing performance, accuracy and treatment integrity|
|Tuesday, May 26, 2015|
|10:00 AM–11:50 AM |
|Area: AUT/OBM; Domain: Applied Research|
|Chair: Thouraya Al-Nasser (University of Nevada, Reno)|
|Discussant: Christina M. Peters (University of Nevada, Reno)|
|CE Instructor: Christina M. Peters, M.S.|
Methods and components of staff training will be examined, including teaching staff to run discrete trial training, as well as performance on more general work tasks. Attention will be paid to components that increase performance, persistence, integrity and accuracy. These components include goal setting, feedback, training materials, and error correction procedures.
|Service Review: Measuring Performance for Human Services Provider Organizations|
|W. LARRY WILLIAMS (University of Nevada, Reno)|
|Abstract: This presentation will describe a behavioral model for establishing and attaining service goals at the individual consumer and organizational levels. The model will be described and several applications of the model in 4 different service settings will be reviewed via data analysis of outcomes at different levels. A discussion of the essential features of the model as an organizational establishing operation will be offered.|
|Effects of unattainable goals on persistence on a work task|
|KATHRYN M. ROOSE (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno)|
|Abstract: This study was designed to examine the effects of unattainable goals on performance on an analog work task. Students will be given a task and will be told, “do your best.” In a 2x2 factorial design, participants will then be given goals at 150% and 200% of their baseline performance, and will be given feedback in two forms. In one, participants will see what percent of their goal they have achieved. In the other, participants will see what percent of their goal they have achieved plus what percent of their goal they SHOULD have achieved in order to reach their goal by the end of the session. Participants will have the option to reset session time and progress if they are not satisfied with their progress towards the goal, and may do so repeatedly until a predetermined time limit has been reached.
Results may indicate whether unattainable goals are effective at increasing performance or if they lead to a decrease in performance when feedback indicates that the goal will not be met. Results will be graphed on a cumulative recorder.|
|A Self-Instructional Package to Train New Staff to Conduct Discrete Trial Teaching|
|THOURAYA AL-NASSER (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno)|
|Abstract: A Self-instructional package replicating Graff and Karsten (2012) to train undergraduate university students with no previous experience in conducting preference assessments (PA) and its extension to discrete trial training (DTT) is evaluated and assessed in this study. A simulated experimenter as a confederate played the role of a child with intellectual disability. The study had two phases, (1) a baseline in which the participant receives written instructions and written data sheets with no individualized feedback or training, (2) a second phase in which the participant receives enhanced written instructions and enhanced written data sheets. Twelve university students with no prior behavioral training knowledge or experience participated. Results replicate the outcomes reported by Graff and Karsten (2012) in that enhanced training materials appear sufficient for establishing initial accurate preference assessment training performance in typical naive adults. These same conclusions are extended to DTT training and a component analysis is provided regarding the effectiveness of the different teaching strategies.|
The Effects of Job Aids and Performance Based Feedback on Staff Implementation of Discrete Trial Instruction
|ASHLEY PARNELL (University of Arkansas), Alison Karnes (University of Arkansas), Elizabeth R. Lorah (University of Arkansas)|
The current study evaluated the relative effectiveness of job aids and performance based feedback (PBF) on therapist implementation of DTI using a multiple baseline across participants within a changing criterion design. Performance based feedback included weekly vocal and graphic feedback detailing the DTI steps performed correctly and those performed incorrectly. Job aids were visual supports that served as brief, written reminders of the procedural steps required for high fidelity implementation of DTT. This study extends current research by incorporating a level system that segments DTI steps into levels that build upon one another, thereby facilitating the shaping of DTI steps within each level and the subsequent chaining of those steps to form a complete DTI sequence. Additionally, this study supplements the limited research found on training therapists to implement specific DTI error correction procedures.