|Training Staff to Implement Basic Behavioral Technologies for Consumers With Autism Spectrum Disorder|
|Monday, May 29, 2017|
|10:00 AM–10:50 AM |
|Convention Center Four Seasons Ballroom 2/3|
|Area: AUT/OBM; Domain: Applied Research|
|Chair: Jason C. Vladescu (Caldwell University)|
|CE Instructor: Jason C. Vladescu, Ph.D.|
The symposium includes three presentations on training staff to implement behavioral technologies for consumers with autism spectrum disorder. The first study evaluated the use of video modeling with voiceover instruction and on-screen text plus performance feedback to train implementation of stimulus preference assessments. All staff mastered the preference assessments and demonstrated high levels of generalized responding. The second study evaluated the use of enhanced data sheets to reduce teacher error patterns related to teaching auditory-visual conditional discriminations. The results indicated that the enhanced data sheets resulted in a decrease in error patterns. The third study trained teachers to implement discrete trial teaching using behavioral skills training. All teachers implemented discrete trial teaching with high integrity and adequately trained paraprofessionals to implement discrete trial teaching. Presenters will discuss findings in light of previous studies and provide avenues for future research.
|Instruction Level: Intermediate|
|Keyword(s): Behavioral skillstraining, Enhanced datasheets, Staff training, Video modeling|
Using Video Modeling With Voiceover Instruction Plus Feedback to Train Implementation of Stimulus Preference Assessments
|CASEY NOTTINGHAM (Caldwell University), Jason C. Vladescu (Caldwell University), Antonia Giannakakos (Caldwell University), Lauren K. Schnell (Caldwell University), Joshua Lipschultz (Florida Institute of Technology)|
Behavior analysts frequently use stimulus preference assessments to identify putative reinforcers for consumers with autism spectrum disorder. The current study evaluated the effect of video modeling with voiceover instruction and on-screen text (VMVOT) and performance feedback to train staff to implement the multiple-stimulus-without-replacement, paired-stimulus, and single-stimulus preference assessments. Generalization probes with a larger stimulus array and with an actual consumer were conducted. The results indicated that VMVOT may be a useful prelude to in-vivo training approaches, as all staff mastered the preference assessments and demonstrated high levels of generalized responding. This outcome is discussed in light of previous staff training studies and avenues for future research.
Reducing Error Patterns When Teaching Receptive Identification to Students With Autism Using Enhanced Datasheets
|Stacy Lauderdale-Littin (Monmouth University), JAYE ODOM (Rutgers University, Douglass Developmental Disabilities Center)|
Teaching receptive identification to learners with autism spectrum disorder (ASD) requires careful consideration. Simple instructional errors, such as arrangement of materials, can slow skill acquisition and unintentionally result in a learner response bias to position or stimulus. In the context of teaching receptive identification, best practice recommendations suggest rotating the target stimulus across trials, conducting an equal number of trials with each stimulus as sample, and counterbalancing placement of comparison stimuli in the array across trials (Grow & LeBlanc, 2012). In the current study, we evaluated the use of enhanced data sheets to reduce teacher error patterns related to practice recommendations for teaching receptive identification of skills to students with ASD. Three teachers participated in an evaluation of traditional and enhanced data sheets utilizing a multiple baseline design. Results indicate that participants were not consistently counterbalancing placement of comparison stimuli across trials prior to the implementation of the enhanced datasheet. Following implementation of the enhanced data sheet, placement of target stimuli and comparison stimuli were counterbalanced with 100% accuracy. Implications for use within the classroom will be discussed.
|A Descriptive Assessment of Pyramidal Training|
|KALLY M LUCK (University of Houston - Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Stephanie Smothermon (University of Houston-Clear Lake), Brittany Zey (University of Houston Clear Lake), Taylor Custer (University of Houston Clear Lake), Leah Smith (University of Houston-Clear Lake)|
|Abstract: Pyramidal training is an efficient approach for disseminating behavior analytic teaching practices into public schools serving students with autism. In this study, we evaluated 16 teachers’ use of behavior skills training (BST) while they trained paraprofessionals to use discrete trial teaching (DTT). Experimenters initially used BST to train the teachers to implement DTT but did not directly instruct the teachers to use BST when training the paraprofessionals. The teachers adequately trained all of the paraprofessionals. A descriptive assessment of the training indicated that that all teachers used written instructions, seven teachers modeled at least 90% of the DTT components, and 15 teachers role-played the components with the paraprofessional. Only eight teachers collected data on treatment integrity for more than 30% of sessions. All teachers provided feedback during the in-situ portion of the training. However, teachers were less likely to deliver praise for correctly implemented components than to deliver corrective feedback for incorrectly implemented components. Seven of the 16 teachers required experimenter feedback to increase the integrity of the paraprofessional’s performance. Total training time (prior to experimenter feedback) ranged from 125 to 325 min.|