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.


50th Annual Convention; Philadelphia, PA; 2024

Event Details

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Symposium #333
Leveraging Technology for Skill Development and Service Provider Training for Individuals With Developmental Disabilities
Sunday, May 26, 2024
4:00 PM–4:50 PM
Marriott Downtown, Level 5, Grand Ballroom Salon AB
Area: TBA/EDC; Domain: Applied Research
Chair: Patrick Mallory (Baylor University)
Discussant: Azure Pellegrino (Fresno Pacific University)

This symposium explores the potential of technology in addressing challenges faced by individuals with developmental disabilities (IDD) and the training of service providers. Individuals with IDD often encounter difficulties securing and maintaining employment due to deficits in intellectual functioning, self-management, and social skills. The first presentation delves into a two-phase teaching intervention that utilizes technology to improve customer service problem-solving skills among individuals with IDD in their workplace. Leveraging behavior skills training, video clips, and electronic flowcharts, this approach enhances job-related skills acquisition, fostering more inclusive employment environments. The second presentation shifts the focus to the training of service providers who play a vital role in delivering behavior analytic services to individuals with developmental disabilities. With the rising prevalence of IDD, ensuring well-trained service providers is essential. The presentation investigates an asynchronous training model that employs technology to train board-certified behavior analysts (BCBAs) and BCBA trainees in trial-based functional analysis. By examining the efficacy of this training model, the study offers insights into improving the quality of services for individuals with IDD while enhancing the professional development of service providers. This symposium demonstrates how technology can impact skill development for individuals with IDD and contribute to more effective service provider training, ultimately fostering a supportive environment for this population.

Instruction Level: Intermediate
Keyword(s): asynchronous teaching, functional analysis, technology-aided instruction, vocational skills
Asynchronous Training of Service Providers in Trial-Based Functional Analysis
MARIE DAVID (Center for Pediatric Behavioral Health), Mandy J. Rispoli (University of Virginia), Rose A. Mason (University of Missouri), Juliana Aguilar (Purdue University), Amanda M Borosh (Purdue University), David Ray Gutierrez Miranda (Purdue University)
Abstract: Prevalence of developmental disabilities is on the rise, leading to an increased need for well-trained service providers to deliver behavior analytic services. However, ensuring access to high quality training may often serve as a barrier among service providers. These studies examine the efficacy and acceptability of an asynchronous training model utilizing a multilevel framework to train board certified behavior analysts (BCBA) and BCBA trainees to implement trial-based functional analysis (TBFA). In study 1, four BCBAs were trained to implement TBFA with a confederate using an asynchronous training model including remote behavior skills training and self-monitoring. Following meeting mastery criteria, skill generalization was assessed by requiring the BCBAs to implement the procedures with clients with autism. Study findings reflected limited skill generalization across participants for at least one TBFA condition. In study 2, similar training procedures were utilized to train BCBA trainees, but added supports were included to promote higher skill generalization with actual clients with autism. Incorporating planned supports during generalization led to a consistent implementation of procedures with 100% fidelity across all participants. Major findings, implications for practice, and directions for future research will be discussed.

The Use of a Two-Phase Teaching Procedure to Train Individuals With Intellectual and Developmental Disabilities to Solve Problems in the Natural Employment Setting

MACKENZIE RAYE WICKER (Baylor University), Tonya Nichole Davis (Baylor University), Jessica Akers (Baylor University), Erik Carter (Baylor University)

Individuals with intellectual and developmental disabilities display deficits in intellectual functioning, communication, and adaptive behavior that may impede their ability to obtain and maintain employment, especially in competitive employment settings. Specifically, it is the lack of job-related transferable skills, such as solving a work-related problem, that are the largest factors related to unemployment and underemployment for this population. The use of behavior-analytic interventions has been demonstrated as effective, efficient, and socially valid. The purpose of this study was to evaluate the effectiveness of a two-phase teaching intervention to improve customer service problem-solving among individuals with intellectual and developmental disabilities within their natural employment setting. Participants were taught to solve three categories of customer problems (e.g., missing, broken, or mismatched item) using behavior skills training (BST), video clips, an electronic flowchart, and least-to-most prompting hierarchy. During baseline, all four participants demonstrated zero to low levels of performance across all three problem categories (i.e., missing item, broken item, mismatched item). Following the introduction of the two-phase teaching procedure, all participants met mastery criteria. However, only one participant maintained the problem-solving skills two weeks later. The participants and their employer expressed positive experiences with the procedures and use of the two-phase teaching procedure.




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