|Staff Training in Adult Services
|Monday, May 25, 2020
|12:00 PM–12:50 PM
|Walter E. Washington Convention Center, Level 2, Room 206
|Area: AUT; Domain: Service Delivery
|Chair: Jenna Darcy (Endicott College)
|Discussant: Samantha Volpe (Endicott College/ Elwyn NJ )
|CE Instructor: Samantha Volpe, Ph.D.
Although there has been systematic gains and strides to serving children with autism, the fact still exists that the majority of individuals with autism spectrum disorder will require some degree of supportive services into adulthood (Howlin et al, 2004). There continues to be an ongoing crisis in terms of available services for adults with ASD, after they leave the entitled world of children's services (Gerhardt & Lanier, 2011). As such, clinicians working within the adult service model must have a strong focus on training and supervision to work within their resources to bring the best possible clinical care to adults with ASD. The projects included in this symposium focus on training and supervision with an emphasis on social validity of staff working with adult learners.
|Instruction Level: Intermediate
|Keyword(s): adult services, autism, staff supervision, staff training
BCBAs, BCaBAs, RBTs
|Learning Objectives: 1. Attendees will analyze the effectiveness of pyramidal teaching as an alternative to traditional staff training 2. Attendees will gain understanding of indices of happiness and how they relate to staff performance 3. Attendees will recognize limitations of adult services and learn creative solutions to such limitations
|Training Staff in PECS Implementation: A Pyramidal Approach
|BRIDGET KEOUGH (Elwyn), Samantha Volpe (Endicott College / Elwyn NJ )
|Abstract: The pyramidal teaching model saves resources, time and money by allowing the expert to train a small number of staff to proficiency (Tier I staff), and then having Tier I staff train the remainder of staff (Tier II staff) on a skill. This shortens the amount of time required by the content expert to deliver direct training. One evidence based staff training procedure that can be used in conjunction with pyramidal teaching is behavioral sills training ( Parsons & Rollyson, 2013). The purpose of the current study is to determine the effects of a pyramidal teaching model on staff acquisition of the implementation of Phase IIIB of the Picture Exchange Communication System (PECS). This study, utilizing a multiple baseline design, used lead direct support professionals (Tier I staff) to accurately train other direct support professionals (Tier II staff) in Phase IIIB of PECS.
|Increasing Staff Performance and Professionalism through Individual Supervision
|SARAH LOGAN (Elwyn NJ ), Alexandra Held (Elwyn NJ ), Samantha Volpe (Endicott College / Elwyn NJ )
|Abstract: Organizational studies have long focused on values and happiness in employees as it relates to job performance, longevity, and productivity. There are various operational definitions of happiness that range anywhere from a lack of emotional exhaustion to the demonstration of a positive affect to scales and ratings of job satisfaction. Unequivocally, research has demonstrated that there is a disproportionate focus on negative aspects of well being in the work place compared to positive interactions (Cropanzano, 2001). The current study evaluated the use of individual supervision as a potential reinforcer for direct care staff in an adult services population.