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.


45th Annual Convention; Chicago, IL; 2019

Event Details

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Symposium #55
Increasing Treatment Integrity Across Training Models, Populations, and Settings
Saturday, May 25, 2019
12:00 PM–12:50 PM
Hyatt Regency East, Lobby Level, Plaza Ballroom AB
Area: AUT; Domain: Applied Research
Chair: Gena Pacitto (The Chicago School of Professional Psychology)

Treatment integrity, or the accurate implementation of procedures, is an important aspect of applied research and professional practice. If experimental procedures, interventions, or teaching programs are not implemented according to the procedures provided by a behavior analyst with high integrity, the progress a child makes may be slowed or not exist at all. The importance of high treatment integrity and risks of low treatment integrity are not news to behavior analysts; however, it is often difficult to conduct proper trainings due to limited resources and/or staff. For example, in a school with a large staff, it would be difficult to procure the funding for each to receive individualized training, but a group-based training may not provide the necessary information or practice to achieve high treatment integrity. In this symposium, we will present three training models (in-person, video modeling, pyramidal) which were used to increase treatment integrity with teachers, staff, and parents. We will discuss the success of the various training models along with the efficacy and efficiency of each.

Instruction Level: Basic
Keyword(s): BST, Pyramidal Training, Treatment Integrity, Video Modeling
An Evaluation of Parent Training Methods to Increase Treatment Integrity
JENNIFER BELLOTTI (33647), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ), Annette Griffith (The Chicago School of Professional Psychology), Ariana Ronis Boutain Hopstock Hopstock (KGH Consultation and Treatment)
Abstract: Treatment integrity is the accurate implementation of an intervention as written and is an area of upmost importance for applied research and professional practice. However, despite its importance, a limited amount of research has been conducted in this area, particularly for parents as implementation agents. As behavior analytic services provided in the home become more common, it is important to identify strategies to increase treatment integrity for parents. Behavioral skills training has been found to be effective as a package to increase treatment integrity for staff; however, research has not been conducted for parent implementation. The purposes of this study were to (a) examine the effects of behavioral skills training as a method for increasing treatment integrity of parents’ implementation of behavioral interventions for their children, and to (b) assess any correlation between parent treatment integrity and child skill acquisition. Three parent/child dyads served as participants for this study. Results indicated that BST was an effective method for increasing treatment integrity and there was a statistically significant correlation between child skill acquisition and parent treatment integrity scores across dyads.

The Effects of Video Modeling on Treatment Integrity Within Home Services

VALERIE LEVINE (The Chicago School of Professional Psychology), Jennifer Weber (Teachers College, Columbia University)

Treatment integrity is of utmost importance in clinical practice. It is important that all staff, from brand-new Registered Behavior Technicians to more seasoned Board Certified Behavior Analysts, are implementing treatments consistently and accurately to maximize the potential progress of clients and students. However, due to issues such as staff ratios and/or location of RBTs and clients, it may be difficult to implement training using a face-to-face training model, such as the typical behavior skills training (BST) package. One option that may be particularly useful when the trainer is not able to be physically present is video modeling. The current study evaluated the use of video modeling with 3 newly employed RBTs to evaluate the accuracy of implementing a Behavior Intervention Plan (BIP). Results indicate 2 participants implemented the BIP with 100% accuracy after viewing the video modeling training, indicating improvement compared to baseline levels. After viewing the video modeling training, 1 participant’s accuracy remained variable; however, after receiving performance feedback, participant achieved 100% accuracy. All participants achieved 100% accuracy at the one-week follow-up probe.

Effect of Pyramidal Behavioral Skills Training on the Implementation of Social Skills Curriculum
TYLER RE (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ), Chrystal Jansz Rieken (The Chicago School of Professional Psychology)
Abstract: Behavioral skills training is a strategy that uses four steps to teach individuals to complete skills with high accuracy. The pyramidal training model develops one person or a small group of people as experts in a specific skill. They are then required to provided initial and on-going training for staff to implement a skill with high accuracy. The following study uses the two training models to evaluate the accuracy of implementation for a social skills curriculum. During Experiment 1, one special education teacher was trained to implement the social skills lesson by the first author and then how to implement a BST training model to train other staff members. During Experiment 2, the participant from Experiment 1 acted as the trainer for three paraprofessionals. The same social skills lesson was used for the para-professionals. Maintenance probes were conducted for all participants 1 week and 2 weeks following the conclusion of training sessions. A generalization probe using a different social skill was conducted at the 2 week mark. All participants met the mastery criteria of 100% accuracy across three trials following training.



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