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| Recent Advancements and Applications in Decision Making Skills Training |
| Sunday, May 24, 2020 |
| 9:00 AM–9:50 AM |
| Marriott Marquis, Level M4, Independence A-C |
| Area: TBA |
| Instruction Level: Intermediate |
| Chair: Dawn Allison Bailey (Oregon Institute of Technology) |
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Description of a Generative Instruction Model to Improve Clinical Decision-Making Skills for Students Seeking Certification in Applied Behavior Analysis |
| Domain: Service Delivery |
| DAWN ALLISON BAILEY (Oregon Institute of Technology) |
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| Abstract: The purpose of the paper is to describe a generative instruction model for teaching clinical decision-making skills to students seeking behavior analyst certification. In generative instruction, complex behavioral repertoires have been known to develop without explicit instruction when component skills are taught in the correct order and rehearsal is required (Street & Johnson, 2004). This paper describes the method for selecting the order of content delivery, the talk-aloud protocol used to evaluate student progress on decision making, and the BST steps used to teach students to make decisions. Finally, early data on the number of different training exemplars required for students to be able to make clinical decisions in novel situations will be shared. The majority of this work has been conducted via distance methods (e.g., Zoom). This adds to the available literature on training and supervision of aspiring behavior analysts by giving those who do train and supervise suggestions for teaching and measuring progress on acquisition of these more complex skills as well as information on a method of training that can be delivered in a distance model. |
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| Decision Modeling in Behavior Analysis: Implications for Supervision and Mentoring |
| Domain: Service Delivery |
| JULIE LOUISE MELENDEZ (University of Southern California), Michael J. James Cameron (University of Southern California ) |
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| Abstract: Derived from decision theory, decision models are tools which guide the behavior of an individual and assist in the execution of efficient and effective actions in the context of problem solving. These tools are not meant to supplant independent decision making, rather, they function as a prompt to teach an individual or group how to approach problems. These models can be adapted to a variety of environments and have been used across a variety of fields including physical therapy, speech language pathology, medicine, and economics. However, behavior analysis is a field which has yet to utilize the full benefits of decision models despite the demonstrated benefits observed in other fields. The purpose of this paper presentation is to discuss how a Clinical Decision Support System (CDSS) can be used to ensure responsible and ethical supervisions of mentees in the field of behavior analysis. |
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