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| OBM |
| Saturday, May 27, 2017 |
| 12:00 PM–3:00 PM |
| Convention Center, Exhibit Hall D |
| Chair: Lauren Lesa Lanier (CARE, LLC / Endicott College) |
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| 71. Meta-Analysis and Review: Identifying the Most Effective and Frequently
Used Procedures to Improve Treatment Integrity in Applied Settings |
| Area: OBM; Domain: Applied Research |
| JULIEANNE GUADALUPE (Queens College and The Graduate Center, CUNY), Kristen A. Rost (Troy University), Alicia M. Alvero (Queens College, CUNY) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: Measuring treatment integrity quantifies the extent to which a treatment is implemented as planned, permits valid conclusions about treatment effects, and allows for precise tests of generalization. Thus, treatment integrity is an important focus in applied behavior analysis. Researchers have shown that performance feedback and a variety of other procedures can be used to improve treatment integrity, but no systematic review of these studies has been completed. Thus, this meta-analysis examined interventions aimed at improving the accuracy with which participants (e.g., teachers and direct-care staff) implemented treatments in applied settings. We classified intervention components into three main categories: performance feedback, antecedents, and behavioral consequences. We quantified the effectiveness of interventions by using several effect size techniques. Effect size analyses demonstrated that interventions that combined antecedents and behavioral consequences or antecedents, behavioral consequences, and performance feedback were highly effective procedures at improving treatment integrity. Performance feedback alone or performance feedback combined with behavioral consequences were ineffective. Thus, these results indicate that antecedent based procedures are important components of intervention packages targeting treatment integrity. |
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| 72. Training Staff to Receive Feedback: A Preliminary Investigation |
| Area: OBM; Domain: Applied Research |
| RACHEL EHRLICH (Behavior Analyst Certification Board), Melissa R. Nosik (Behavior Analyst Certification Board), Byron J. Wine (The Faison Center), James E. Carr (Behavior Analyst Certification Board) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: Although there is a great deal of research on the effects of feedback and components of effective feedback, there is no published literature on the behavior of the individual receiving feedback. An empirically validated model of feedback-receipt could help shape more frequent, high-quality feedback. The investigators of this study developed an 8-step model of feedback receipt and recruited participants to receive regular feedback on email performance. Participants were three female administrative employees. Participants were scored on the percentage of the 8 steps engaged during feedback sessions. Behavioral skills training on the 8-step model was then provided to participants, after which they continued to receive regular feedback sessions, and one training booster session. A non-concurrent multiple baseline design was used to demonstrate that behavioral skills training can be used to teach an 8-step model of feedback receipt to three administrative employees. Additionally, a follow-up probe conducted with one of the employees suggests these skills may maintain over time. Data collection is still ongoing with two of the participants, and a fourth may be recruited in the coming month. |
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| 73. Evaluating the Effectiveness of and Preference for Peer vs. Supervisor Feedback |
| Area: OBM; Domain: Service Delivery |
| ODESSA LUNA (Auburn University), Sacha T. Pence (Auburn University), John Falligant (Auburn University), Sarah Brooke Haygood (Auburn University) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: Performance feedback can be defined as an individual providing a person with information regarding what and how well he is doing and informing him how to adjust performance (Daniels, 1994). Feedback is a vital component to acquisition during behavior skills training. However, the delivery of the feedback can vary along several dimensions, including the source of the feedback. The first purpose of the current study was to compare peer-delivered to supervisor-delivered feedback on acquisition of chaining procedures with 16 paraprofessionals. Paraprofessionals were trained on forward and backward chaining using peer and supervisor-delivered feedback. All paraprofessionals acquired both skills, but supervisor feedback was more effective for most participants. The second purpose of the current study was to evaluate paraprofessionals preference for supervisor or peer feedback during acquisition of preference assessments and discrete-trial instruction. In general, paraprofessionals choose to receive supervisor feedback over peer feedback during acquisition of skills. |
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| 74. Training Practitioners to Implement Trial-Based Functional Analyses: Effects of Feedback Specificity |
| Area: OBM; Domain: Applied Research |
| NADRATU NUHU (Auburn University), John Falligant (Auburn University), Sacha T. Pence (Auburn University), Odessa Luna (Auburn University), Sarah Brooke Haygood (Auburn University) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: Performance feedback is a critical component of evidence-based teaching strategies, and has been studied extensively in the context of educational and organizational behavior management settings. Importantly, inconsistent or incorrect feedback can have detrimental effects on skill acquisition (Hirst, DiGennaro Reed, & Reed, 2013). In school-based settings, trial-based functional analyses (Sigafoos & Saggers, 1995; Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011) have emerged as a leading functional analysis method for teachers and paraprofessionals. The current evaluation assessed the effects of vague and explicit feedback on acquisition of trial-based functional analysis procedures by eight graduate students with limited experience conducting functional analyses. The training package included a brief explanation and modeling of the procedures. Following the brief model, trainees were asked to perform test and control conditions for the attention, escape, and tangible conditions in a trial-based functional analysis with a confederate. Initially, all trainees received vague feedback; however, explicit feedback was used if mastery was then not met. For all eight trainees, explicit feedback was necessary to master one or more conditions in a trial-based functional analysis. Only two trainees met mastery criteria for at least one condition during vague feedback. Findings of the current evaluation suggest that explicit feedback is crucial for mastery of trial-based functional analyses. |
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| 75. Evaluation of a performance feedback system for increasing therapist productivity |
| Area: OBM; Domain: Applied Research |
| HOLLY WIGGINS (The New England Center for Children; Western New England University), Christina Livingston (The New England Center for Children) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: Children living in residential centers have a large number of hours devoted to behavior analytic services. However, learning opportunities can be missed if therapists are not using this time productively. Feedback systems including reinforcement and public posting have been shown to increase productivity compared to feedback alone (Van Houten, Hill, & Parsons, 1975). In this study, we implemented a performance feedback intervention using a reversal design that included public posting of the student programs completed combined with snacks delivered for the most productive shift. Thirteen bachelor’s level therapists served as participants. A shift was defined as one evening of the week during residential hours (4-9 pm). A list of academic programs was posted and staff were instructed to initial next to the program when it was completed . During this condition, staff performance increased relative to baseline and was maintained at high levels when additional programs were added. Interobserver agreement was calculated for 32.3% of sessions and averaged 89.7% (range: 70-100%). |
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| 76. Using Performance Feedback to Decrease Staff Data Entry Latency |
| Area: OBM; Domain: Applied Research |
| Donald Jellison (BCBA), JOSEPH BAIRD (Partnership for Behavior Change) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: Data entry is essentially one of the most valuable assets of applied behavior analysis. Without data, decisions cannot objectively be made. Oftentimes data entry is delayed. Rapid entry of data allows clinicians to make data based decisions more quickly. This could allow necessary intervention changes to be implemented almost immediately. Such immediate changes may promote the efficacy of a program or intervention. The current study sought to decrease the latency of when a staff member's session ended and when data was entered. The baseline condition indicated that on average, 50% of sessions were entered before 7pm the next evening. In the intervention phase, the percent of sessions entered by 7pm the next evening increased about 5 % each week. The intervention phase consisted of performance feedback being delivered to all staff as a group and individually. When the intervention was withdrawn, the percent of sessions charted within the time frame fell below levels observed during baseline. |
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| 77. A Staff Monitoring System to Maximize Therapeutic Time in Line Technician Staff |
| Area: OBM; Domain: Service Delivery |
| JOSEPH HACKER (McNeese State University), Alfred Royal Tuminello Jr. Jr. (The Emerge Center) |
| Discussant: Ansley Catherine Hodges (Florida Institute of Technology) |
| Abstract: For individuals with Autism Spectrum Disorder, it is essential that all therapeutic time be both efficient and effective and Behavior Analysts may not be able to monitor every moment of a technician staff member's performance. During this presentation, the author will display a newly developed, unique system for monitoring effective therapeutic time management by line technician staff that utilizes readily available, relatively inexpensive technology, such as Microsoft Excel. Behavior Analysts will be able to utilize the system, as it updates therapeutic task duration in real time, collecting data on each individual treatment task, allowing for quick, accurate data driven alterations to therapeutic treatment programming. Monitoring task duration also allows supervisors to engage in effective staff performance management and for methodologically determining which line technicians are less effectively utilizing available therapeutic time. Data may also be used to determine which technicians are engaging in behaviors that may reinforce escape maintained problem behavior exhibited by clients. Attendees will learn how to effectively incorporate easily accessible technology in a manner that allows for a reduction of wasted therapeutic time and the delivery successful, proficient treatment to clients of any age. |
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