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| Training Delivered via Technology to Behavior Analytic Service Providers |
| Sunday, May 28, 2023 |
| 8:00 AM–8:50 AM |
| Hyatt Regency, Mineral Hall A-C |
| Area: OBM; Domain: Applied Research |
| Chair: Daphne Snyder (Western Michigan University) |
| Discussant: Brenda J. Bassingthwaite (Munroe-Meyer Institute; University of Nebraska Medical Center) |
| Abstract: Training delivered via technology allows trainers to provide instruction when in-person instruction may be infeasible or impractical. These trainings can occur both synchronously and asynchronously to fit the needs of the trainer and trainees. Training delivered via technology is particularly beneficial when an expert is not in close geographic proximity to those requiring training on a particular skill. Additionally, trainings delivered via technology can be time- and cost-reducing for the trainer and trainees (Heitzman-Powell et al., 2014). This symposium presents two studies in which instruction was delivered via technology to behavior analytic service providers on skills related to service provision. The first study utilized computer-based instruction (CBI) to train Registered Behavior Technicians on skill-based treatment. The second study utilized remote behavior skills training (BST) to teach Registered Behavior Technicians to collect data on classroom instruction variables. Together, these studies provide further evidence of the utility of training delivered via technology. |
| Instruction Level: Intermediate |
| Keyword(s): Computer-based Instruction, Remote BST, Technology, Training |
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| Individual Differences in Registered Behavior Technician Response to Computer-Based Instruction for Skill-Based Treatment |
| GINA RICHIG (Vanderbilt University Peabody College), Johanna Staubitz (Vanderbilt University), Angela Gialanella (Department of Special Education, Vanderbilt University), Blair Lloyd (Department of Special Education, Vanderbilt University) |
| Abstract: Asynchronous training methods can be both efficacious and practical (Gerencser et al., 2021) but have rarely been used to impart skills for implementing complex procedures. Gialanella and colleagues (2022) demonstrated computer-based instruction (CBI) improved treatment integrity and mastery attainment for Board Certified Behavior Analysts implementing skill-based treatment (Rajaraman et al., 2021). The purpose of this study was to extend the previous investigation by evaluating the effects of an identical CBI on the treatment integrity of Registered Behavior Technicians using a multiple baseline across participants design. We evaluated effects on five treatment integrity domains and a total integrity score. Response to CBI varied across participants and domains. The CBI was associated with clear improvements on the total integrity score for two of four participants. For a third participant, total treatment integrity improved across repeated practice opportunities independent of CBI. No change in treatment integrity was observed for the fourth participant. Variability in response suggests participant characteristics (e.g., prior exposure to skill-based treatment process) and within-CBI performance (e.g., accuracy in practice activities) interact with components of CBI to influence treatment integrity. Future directions include systematically investigating potential moderators of treatment effect and CBI component analysis. |
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| Using Remote Behavior Skills Training to Train Behavior Technicians to Collect Baseline Classroom Conditions Data |
| DAPHNE SNYDER (Western Michigan University), Stephanie M. Peterson (Western Michigan University) |
| Abstract: Baseline classroom conditions (BCCs) as proposed by Kestner et al. (2018) are the environmental classroom conditions that have been shown to increase student learning when implemented consistently as they increase instructional time and opportunities for students to practice newly taught skills. BCCs include variables such as rate of active student responding (ASR), appropriateness of the curriculum, feedback and reinforcement, and effective instructions and transitions (Kestner et al., 2018). The purpose of this study was to develop training materials and train behavior technicians to collect BCC data using behavior skills training (BST) delivered remotely using a multiple baseline across participants design. Targeted skills included identifying: 1. the type of instruction provided during a lesson, 2. correct and incorrect student responses, 3. type of reinforcement, and 4. type error correction procedures. Baseline measures indicated that further training was not necessary for the identification of type of instruction and correct/incorrect student responses. However, training for identifying type of reinforcement and error correction procedures was required. Results of the training indicated that remote BST was a successful means to teach components of BCC data collection. |
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