IT should be notified now!

Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

Search
Donate to SABA Capital Campaign
Portal Access Behavior Analysis Training Directory Contact the Hotline View Frequently Asked Question
ABAI Facebook Page Follow us on Twitter LinkedIn LinkedIn

Ninth International Conference; Paris, France; 2017

Event Details

Previous Page

 

Symposium #15
CE Offered: BACB
Behavioral Skills Training: Effective Elements of Training in a Clinic, Home, and Community-Based Setting
Tuesday, November 14, 2017
3:00 PM–3:50 PM
Studio AB, Niveau 2
Area: DDA; Domain: Service Delivery
CE Instructor: Stefanie Fillers, Ph.D.
Chair: Stefanie Fillers (Apex Behavioral Consulting)
Abstract: The current symposium will highlight elements of behavioral skills training across varying environments. Rue and colleagues will present data regarding behavior analysts' ability to generalize training in experimental functional analysis (EFA) methodology to trial-based functional analysis (TBFA) methods. The training occurred in a clinic providing services to clients with developmental disabilities. Preliminary data suggest error patterns across the three participants requiring feedback to achieve acceptable levels of procedural integrity. Mitchell and colleagues discuss the importance of training supervisors to provide effective supervision to direct care staff in home-based programs. The authors designed a feedback tool that was used during weekly performance monitoring. Preliminary data suggest implementation of a feedback tool can be an effective means of training supervisors working in home-based applied behavior analysis (ABA) programs. The final presentation highlights elements of behavior skills training in a community setting. Smith and colleagues present data regarding a community-based program to increase access to community events and services for families that include an individual with a developmental disability. Results suggest community members acquired skills necessary to assist in providing increased access to community events. Presenters will include a discussion of the successes and challenges in training individuals to implement programs with integrity.
Instruction Level: Intermediate
Keyword(s): Feedback, Training
Functional Analysis: Generalization From Traditional to Trial-Based Analysis
HANNA C. RUE (Autism Spectrum Therapies), Andrea L. Ridgway (Autism Spectrum Therapies), Tino LoVullo (Autism Spectrum Therapies)
Abstract: Results of a recent survey of over 600 behavior analysts indicated only 77% received formal training in the use of experimental functional analysis (EFA). Further, 63% of board certified behavior analysts (BCBAs) indicated they "never" or "almost never" used an EFA in practice. The objective of the current study was to determine if BCBAs could generalize the ability to implement a trial-based experimental functional analysis (TBFA) following training focused on "traditional" EFA methodology. Three BCBAs with no experience implementing EFAs acted as participants in the study. The independent variable included formal training in EFA methodology. The dependent variable was level of procedural integrity during implementation of a traditional EFA and a TBFA measured in a multiple baseline design. Participants implemented the traditional EFAs during a mock assessment. Participants implemented the TBFAs in an applied setting with clients diagnosed with autism spectrum disorder (ASD). Initial results indicate that participants can implement traditional EFA methodology with relatively high levels of integrity. Results suggest two participants demonstrated challenges maintaining levels of integrity above 80% during the demand and control conditions. Participants will likely require additional feedback to maintain procedural integrity above 80% accuracy during TBFAs. Implications for training and practice are discussed.
Training and Maintaining Supervision Skills: Use of a Direct, Systematic Feedback Tool to Increase Supervisor Skills and Performance
STEFANIE FILLERS (Apex Behavioral Consulting), Katie Cullen (Apex Behavioral Consulting )
Abstract: Effective and efficient supervision within the home setting can be a major challenge to Applied Behavior Analysis (ABA) agencies. While the importance of quality supervision is well-known, many new supervisors are not provided formal supervision training. One well-documented method of ensuring quality supervision is regularly providing performance feedback to supervisees. The current study examined a method of improving supervisor performance using a systematic protocol and feedback tool. The participants of the study were two new home-program supervisors without formal supervision training. The dependent variable was their score on feedback form using a Likert-type scale which rated performance across supervision domains. Participants were given weekly, in person, performance evaluations from their supervisor. The weekly performance evaluation included a review of the feedback form, their score, and direct feedback on specific areas for improvement. Both participants scored in the moderate range during the baseline phase, which was anticipated based on their prior performance with the agency, and their overall familiarity with receiving regular feedback. As data collection continues, authors anticipate a gradual increase in performance scores and the ability to maintain supervision skills overtime. Results will be discussed in terms of improvement from baseline, maintenance of skills, and social validity.
Training a Community: Increasing Access to Events and Services for Individuals With Developmental Disabilities
JENNIFER D. SMITH (Cincinnati Children's Hospital Medical Center), Stephanie Weber (Cincinnati Children's Hospital Medical Center)
Abstract: Families of children with developmental disabilities are often hesitant to participate in community activities, especially when there is a lack of essential supports. These families seek the same variety and flexibility to engage in their community as other members of society. The SOAR (Starting Our Adventure Right) program promotes safe, comfortable, and inclusive opportunities, combined with careful training and education of community members so that children with developmental disabilities and their families can fully participate within their own communities. The SOAR Program began as a collaboration between the Division of Developmental and Behavioral Pediatrics (DDBP) at Cincinnati Children's Hospital Medical Center (CCHMC), the Cincinnati/Northern Kentucky International Airport (CVG), and the Autism Society of Greater Cincinnati. It has expanded to other community settings including museums and theaters. Psychologists and behavior analysts make use of elements of behavioral skills training, visual supports and a simulation event that focuses on modeling and feedback. Preliminary results from one training site suggests substantially increase in pre/post test scores of knowledge regarding developmental disabilities. It is anticipated that continued data collection and analysis will support the use of community training program to increase inclusion of individuals with developmental disabilities.
 

BACK TO THE TOP

Modifed by Eddie Soh
SABA DONATE ABAI HOTLINE