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.

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50th Annual Convention; Philadelphia, PA; 2024

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Symposium #215
Clinical Applications of Behavior Skills Training Across a Variety of Contexts
Sunday, May 26, 2024
9:00 AM–9:50 AM
Marriott Downtown, Level 3, Independence Ballroom
Area: CSS; Domain: Applied Research
Chair: Kiah Lyons (New England Center for Children; Western New England University)
Abstract:

Behavior Skills Training (BST) is a performance and competency-based training consisting of four essential elements: instruction, modeling, role-play, and feedback (Schaefer & Andzik, 2021) and BST has been used effectively across a wide range of behavioral targets, populations, and settings. This symposium will discuss BST across a variety of contexts. In the first presentation, Rasha Baruni will discuss developing and evaluating an interactive computerized training to teach practitioners to teach safety skills with clients with autism spectrum disorder. The behavior analysts implemented the safety skills protocol with high fidelity post ICT-assessments and rated the ICT program positively. Amina Maliki will deliver the second presentation on using BST to teach parent training skills to Arabic-speaking caregivers. This presentation will outline the findings of a study which evaluated the effectiveness of Arabic-medium BST on the implementation of 3 distinct activities as well as examining generalization of the delivery of these procedures by the caregivers. The third presentation will be presented by Sarah Mead Jasperse on a component analysis of using BST to train proper car seat installation. The presentation will discuss the results of systematically evaluating the effects of each component of BST to train car seat installation as well as possible implications for training and supervision of staff responsible for installing child restraint systems.

Instruction Level: Basic
Keyword(s): BST, Computerized Training, Facilitator Training
 
Development and Evaluation of Interactive Computerized Training to Teach Practitioners to Implement Safety Skills Training
RASHA BARUNI (University of Manitoba), Raymond G. Miltenberger (University of South Florida), Jennifer L Cook (University of Manitoba), Anthony Concepcion (University of South Florida), Trevor Maxfield (University of South Florida)
Abstract: Children can experience unintentional injuries due to safety threats found in their environments (Centers for Disease Control and Prevention, 2008). Researchers have shown that children can be taught safety responses using behavioral skills training (BST) and in situ training (IST). Within the safety skills literature, there is evidence that manualized interventions are effective for teaching parents and teachers to deliver BST (Gross et al., 2007; Novotny et al., 2020). An approach that has not been evaluated for teaching safety skills is interactive computerized training (ICT). The ICT approach employs technology to deliver trainings in the absence of a trainer (Gerencser et al., 2018; Higbee et al., 2016). The purpose of the current study was to develop and evaluate an ICT to teach practitioners to conduct a safety skills training protocol with their clients with autism spectrum disorder (ASD). Phase 1 of the study consisted of developing the ICT and soliciting expert feedback. In Phase 2, the researchers evaluated the ICT program with three Board Certified Behavior Analysts (BCBA®) who provided behavior analytic services to clients with ASD. Overall, the BCBAs implemented the safety skills training protocol with high fidelity during post-ICT assessments and rated the ICT program positively.
 
Using Behavior Skills Training to Teach Parent Training Skills to Arabic Speaking Facilitators
AMINA IHSAN MALIKI (Applied & Behavioral Training Institute), Shamsa Al-Suwaidi (New York University- Abu Dhabi), Michelle P. Kelly (Emirates College for Advanced Education (ECAE)), Antje von Suchodoletz (New York University- Abu Dhabi), Christin Camia (Zayed University)
Abstract: Behavioral Skills Training (BST) is a performance- and competency-based training protocol that is most commonly comprised of (i) instructions, (ii) modeling, (iii) rehearsal, and (iv) feedback (Schaefer & Andzik, 2021). This presentation will outline the findings from a multiple baseline across behaviors design. Participants included four Arabic-speaking volunteer facilitators in the United Arab Emirates (UAE) in the Middle East. The purpose of the current study was to evaluate the effectiveness of Arabic-medium BST on the implementation of a (i) relaxation activity, (ii) role-play activity, and (iii) think-pair-share activity. The results offer evidence that the BST training sessions were successful at teaching and maintaining parent training skills in all participants, as well as generalizing the delivery of the three skills by the facilitators to a group of mothers attending the Abu Dhabi Parenting Program. The potential implications of these findings will be outlined, including a discussion on future research and design of efficacious facilitator training practices.
 

A Component Analysis of the Effects of Behavioral Skills Training on Car Seat Installation

SARAH C. MEAD JASPERSE (Emirates College for Advanced Education), Michelle Chioccola (New England Center for Children - Abu Dhabi), BELEN INARAJA LOPEZ (Mohammed Bin Rashid Center for Special Education operated by the New England Center for Children), Shannon Ward (Mohammed bin Rashid Center for Special Education operated by The New England Center for Children)
Abstract:

Given that motor vehicle accidents are the number one cause of death for individuals between the ages of 5 and 29 years old (WHO, 2018) and child restraint systems (CRS) have been proven to reduce the risk of death of serious injury by 71% for infants and 54% for toddlers (National Highway Traffic Safety Administration, n.d.), teaching caregivers how to correctly install CRSs is a critical task. In this study, we used behavioral skills training (BST) to teach five staff members at a special education center to install CRSs. We used a multiple baseline design across participants to demonstrate experimental control as we systematically evaluated the effects of each component of BST (written instructions from the CRS manufacturer, a video model, rehearsal and feedback). For all participants, rehearsal and feedback was required to reach a mastery level of installation. Possible implications for the training and supervision of staff members who are responsible for installing CRSs will be discussed.

 

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