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| Evaluating the Impact of Training Providers in ABA and Positive Behavior Support |
| Tuesday, May 30, 2006 |
| 10:30 AM–11:50 AM |
| Regency VI |
| Area: DDA; Domain: Service Delivery |
| Chair: Jennifer R. Zarcone (University of Rochester Medical Center) |
| CE Instructor: Jennifer R. Zarcone, Ph.D. |
| Abstract: This presentation will include information about statewide training program in applied behavior analysis and positive behavior support. Trainees are professionals who serve children and adults with disabilities and who work in related human service fields (e.g., foster care, mental health) and reimbursement for services is provided through Medicaid. The focus of training is on defining and collecting data on problem behavior, conducting functional assessment, and developing of positive behavior support plans. Additional training on emotional and mental health issues as they relate to problem behavior are also provided. In this symposium, program evaluation data will presented on the effectiveness of the training using a variety of measures as well as the outcome of the training on the behavior of the consumers identified for intervention. In addition, the impact of systems change on individual agencies, local service delivery, and state-wide strategic action planning will also be discussed. |
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| The Fidelity of Positive Behavior Support Plans. |
| NANETTE L. PERRIN (Early Childhood Autism Program, Community Living Opportunities, Inc.), Rachel L. Freeman (University of Kansas), Constance Tieghi (University of Kansas) |
| Abstract: Each professional in the training program submitted one complete case study with follow-up data and two additional case studies as part of the requirement to complete the training course. A 37 item fidelity checklist based on Horner et al. (2000) was used to score behavior support plans. Frequency distributions for the first two training cohorts show increases in the overall scores on the fidelity measure from the first to the second training year (cohort 1: 62% to 95%; N = 9, Mean = 75.44, SD = 10.84; cohort 2: 74% to 97%, N = 12, Mean = 88.33, SD = 7.44). Professionals were also asked to submit behavior plans before taking the yearlong training course. In addition, professionals were asked to obtain PBS plans that were completed for the case study children before the professional became involved. These pre-testing measures were used to evaluate the fidelity of the plans that were turned in to instructors. To date, 47 PBS plans were evaluated across two cohorts of trainees. The average percent scores for PBS plans turned in by trainees as an example of previous team participation in PBS planning was 46% (N=12) compared to an average percentage of 83% after training. |
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| The Impact of Training in ABA and PBS on Child Behavior on Contextual Fit and Quality of Life. |
| RACHEL L. FREEMAN (University of Kansas), Amanda Tyrell (Community Living Opportunities, Inc.), Constance Tieghi (University of Kansas), Pat Kimbrough (University of Kansas) |
| Abstract: For individuals participating in the statewide training program, all of their positive behavior support plans were scored using an impact measure that evaluated the changes in problem behavior and replacement behaviors, the degree to which the interventions developed were linked to the function of the problem behavior, and the degree to which the plans reported evidence in changes in quality of life, both for the target child and the individuals supporting the child. Trainees in the two cohorts provided data measuring problem and/or adaptive behavior for their case study. The average score for the plans targeting problem behavior was 4.3 on a scale of 1 (no improvement) to 5 (significant improvement) across training groups and behaviors. The average score for the link between the function and intervention selected across training groups (N=14 trainees) and across behaviors (N=38) was 4.1 on a scale of 1 (some elements addressed) to 5 (all elements were addressed). Additional data on quality of life measures and for the third cohort of trainees will also be presented. |
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| Outcome of Training on Child Behavior. |
| AMANDA TYRELL (Community Living Opportunities, Inc.), Rachel L. Freeman (University of Kansas), Nanette L. Perrin (Early Childhood Autism Program, Community Living Opportunities, Inc.) |
| Abstract: Results from two case studies will be provided describing the functional assessment data collected, the hypothesis statement of function based on the assessment developed, the interventions developed by the child’s team, and the outcome data on the child’s problem behavior. Data were collected using an AB experimental design across settings. This data will be presented in an AB design with outcome data for a two young children with autism spectrum disorders in both school and community settings. Measures on the frequency of problem behavior and adaptive behavior before and after the intervention indicated a significant reduction in problem behavior for each child. Specifically, for Brant, there was a 52% reduction from baseline in noncompliance, an 82% reduction from baseline in property destruction, and 93% reduction from baseline in tantrums based on the intervention developed by the trainee. In addition, the parents of both children scored the intervention a mean of 6 on a 6 point scale for contextual fit for both children and a mean of 4.75 and 4.85 on a quality of life survey. Data from additional case studies will also be presented to demonstrate the direct impact of the training on the individual behavior of the consumers being served by the KIPBS trainees. |
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| The Impact of Training in ABA and PBS on State and Local Agency Planning. |
| JENNIFER R. ZARCONE (University of Rochester Medical Center), Rachel L. Freeman (University of Kansas), Pat Kimbrough (University of Kansas), Constance Tieghi (University of Kansas) |
| Abstract: The fidelity and impact measures described in this symposium provide data to identify weaknesses and improve overall training outcomes. Trainees are then expected to have an impact within their own organization by donating a minimum of 12 hours a year implementing a systems change program either at the local or state level. At this time, Cohort 1 graduates have reported 206 hours and cohort 2 graduate have reported 244 hours of systems change efforts including mentoring other KIPBS students (cohort 1=60 hours; cohort 2=115 hours), providing PBS awareness presentations across the state (cohort 1=52 hours; cohort 2=20 hours), mentoring professionals within one’s organization (cohort 1=22 hours; cohort=42 hours), inservice training related to PBS (cohort 1=14 hours; cohort 2=39 hours), organization-wide systems change (cohort 1=58 hours; cohort 2=25 hours). These systems change efforts are occurring in 18 counties across Kansas and statewide PBS planning meetings have just started occurring to begin as a way to encourage interagency collaboration and action planning. In addition, the impact of the KIPBS website statistics have led to a complete revision of the site. As a result, the number of visitors to the site has grown from 69 in August 2002 to 2,204 in September 2005. |
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