|Recent Applications of Behavioral Skills Training
|Sunday, May 26, 2019
|12:00 PM–12:50 PM
|Hyatt Regency West, Ballroom Level, Regency Ballroom A
|Area: OBM/TBA; Domain: Applied Research
|Chair: Christopher M. Furlow (Canopy Children's Solutions )
|CE Instructor: Christopher M. Furlow, Ph.D.
|Abstract: Behavioral Skills Training (BST) has been shown as an effective way to teach basic and complex skills to a variety of populations. In the current symposium, three novel applications that demonstrate the efficacy of BST across settings and behaviors will be presented, as well as a discussion of implications to training.
|Instruction Level: Intermediate
|Keyword(s): BST, In-situ feedback, Staff training
|Target Audience: Practicing Behavior Analysts, graduate students, faculty members in behavior analysis
|Learning Objectives: 1. Participants will review the steps of Behavioral Skills Training
2. Participants will learn the application of in-situ feedback as part of BST across three novel applications.
3. Participants will discuss implications of in-situ feedback as part of an overall training package.
A Comparison of Immediate and Post-Session Feedback with Behavioral Skills Training to Improve Interview Skills in College Students
|LAURA-KATHERINE K BARKER (Canopy Children's Solutions), James Moore (Canopy Children's Solutions)
Successful interviewing skills help maximize the probability that a job candidate will make a positive impression upon a prospective employer. Stocco, Thompson, Hart, and Soriano (2017) described a method using Behavioral Skills Training (BST) to increase appropriate interview skills that used post-session feedback. Immediate feedback has been shown as an effective method that may improve the effectiveness and efficiency of the training package described by Stocco et al. This study aimed to replicate Stocco et al. using BST to improve interview skills of college students and extend the study by comparing post-session and immediate feedback. All participants demonstrated improvements in interview skills, thus replicating the findings of Stocco et al. More specifically, BST with immediate feedback showed greater acquisition, maintenance, and generalization, with fewer training minutes required to meet mastery criteria compared to BST with post-session feedback.
|An Evaluation of Group Training Methods on the Treatment Integrity of Day Treatment Staff
|MADELINE POTTER (Canopy Children's Solutions), James Moore (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions ), Laura-Katherine K Barker (The university of Southern Mississippi )
|Abstract: A variety of group training methods, including Behavioral Skills Training, voice-over video instruction, voice-over video feedback, and in-situ feedback were evaluated in the acquisition of basic applied behavior analytic methods (effective instruction delivery and time-in) across three day-treatment classrooms for children with autism. A multiple-baseline design across classrooms was employed to determine the effects of transitional BST with a voice-over video instruction component, voice-over feedback, and then in-situ feedback delivered during on-going teaching. Results indicated that, although all methods led to initial increases in integrity, only in-situ training resulted in acceptable levels of performance that maintained in the absence of feedback. Results are discussed in the context of effective and efficient group training strategies.
|An Application of a Staff Training Model to Newly Hired Registered Behavior Technicians
|MARY THOMASON (Canopy Children's Solutions), Christopher M. Furlow (Canopy Children's Solutions ), Laura-Katherine K Barker (The university of Southern Mississippi ), James Moore (Canopy Children's Solutions)
|Abstract: Competency training for newly-hired Registered Behavior Technicians (RBTs) presents numerous challenges for practicing behavior analysts. Efficient and effective training solutions offer valuable tools that could offset the numerous time and monetary demands placed on clinicians. This study replicated and extended the findings of Potter et al. (previous paper) to a sample of newly-hired RBTs. Results indicated that training with in-situ feedback was the only training method that resulted in significant acquisition of mastery-level skills that also maintained in the absence of feedback.