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.


48th Annual Convention; Boston, MA; 2022

Event Details

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Symposium #561
CE Offered: BACB — 
Preparing Pre-Service Behavior Analysts
Monday, May 30, 2022
4:00 PM–4:50 PM
Meeting Level 2; Room 203
Area: TBA; Domain: Applied Research
Chair: Clare Liddon (University of Dayton)
Discussant: Clare Liddon (University of Dayton)
CE Instructor: Clare Liddon, Ph.D.

As the demand for Board Certified Behavior Analysts (BCBA) continues to grow, the need for high quality training across modalities grows with it. Performance feedback is an integral tool to an effective training environment. When providing training and supervision for pre-service behavior analysts, feedback is used to shape the skillsets of future clinicians. This symposium will include two presentations that will review the effects of feedback across modalities during training for pre-service behavior analysts and will conclude with discussion.

Instruction Level: Intermediate
Keyword(s): parent training, performance feedback, supervision
Target Audience:

The target audience for this is practitioners and professors that contribute to the training of pre-service behavior analysts and/or to the training of individuals seeking BCBA certification.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) describe performance feedback and its impact on the training of preservice behavior analysts overall; (2) describe effects of a remote format on feedback efficacy for parent training; (3) describe the effects of delayed versus immediate feedback on implementation of evidence-based interventions.
Effectiveness of Immediate versus Delayed Performance Feedback on Accurate Implementation of an Evidence-Based Intervention
Jessica Akers (Baylor University), Tonya Nichole Davis (Baylor University), Remington Michael Swensson (Baylor University), NICOLE OGUINN (Baylor University)
Abstract: Treatment fidelity is the extent to which essential intervention components are implemented accurately and consistently. This is an important component to implementing evidence-based practices for individuals with intellectual and developmental disabilities, as higher levels of treatment fidelity are directly related to improved outcomes and strength of the intervention. Therefore, it is important to identify methods to promote and maintain high levels of treatment fidelity among practitioners implementing behavior analytic interventions. The purpose of this study was to evaluate the relative effectiveness of immediate and delayed performance feedback on the implementation of interventions incorporating compound schedules of reinforcement (i.e., multiple and chain schedules). Specifically, we provided immediate feedback for implementation of one of the compound schedules and delayed feedback for the implementation of the other compound schedule. We randomly assigned feedback to compound schedules ensuring an equal number of pairings across the participants. Participants were graduate students enrolled in a verified course sequence and completing supervised field experience. The results indicate that both immediate and delayed performance feedback effectively increased the fidelity of implementation, however participants did report a preference for immediate performance feedback.
Evaluation of the Effectiveness of Remote Performance Feedback on Accurate Implementation of Parent Coaching
Jessica Akers (Baylor University), Tonya Nichole Davis (Baylor University), Kristina McGinnis (Student- Baylor University), REMINGTON MICHAEL SWENSSON (Baylor University)
Abstract: The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telepractice to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote performance feedback was provided regarding participants’ implementation of caregiver coaching. The results indicate that remote performance feedback increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and performance feedback.



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