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| Brief, Effective and Acceptable Staff Training Methods |
| Saturday, May 28, 2005 |
| 4:00 PM–5:20 PM |
| Stevens 1 (Lower Level) |
| Area: DDA; Domain: Service Delivery |
| Chair: Jamie Pagliaro (Melmark) |
| Discussant: Dennis H. Reid (Carolina Behavior Analysis and Support Center) |
| CE Instructor: Carolyn S. Ryan, M.A. |
| Abstract: Although didactic training methods are not always successful in increasing workplace performance (Dyer, Schwartz, & Luce, 1984), more effective methods (modeling, immediate feedback, etc.) are often time intensive and less acceptable to participants. The present three studies demonstrate refinements of validated training methods to address these issues. The purpose of the first study was to evaluate the effect of a brief staff training procedure on number of learner-initiated incidental teaching episodes and on instructors use of the five trained incidental teaching responses. A large-scale replication of the brief instruction procedure was then conducted with 40 instructors from two schools serving learners with autism spectrum disorders. In the second study, video technology and self-monitoring were used to train instructors on correct implementation of complex behavior support plans for learners exhibiting dysfunctional behavior. Improvements in treatment integrity were achieved with minimized supervision. The third study illustrates how performance feedback and continuous improvement methods were used to initiate and maintain change in a multi-component human service agency shifting towards a behavior analytic model. A variety of measures targeting safety, protocol compliance, departmental coordination, student engagement levels and samples of staff activity will be presented in addition to scaleable strategies for affecting organizational change. |
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| Effects of a Brief Staff Training Procedure on Instructors’ Use of Incidental Teaching and Learners’ Frequency of Initiation Toward Instructors |
| CAROLYN S. RYAN (New York Center for Autism), Nancy S. Hemmes (Queens College, City University of New York), Peter Sturmey (Queens College, City University of New York) |
| Abstract: The purpose of the present study was to evaluate the effect of a brief staff training procedure on number of learner-initiated incidental teaching episodes and on instructors’ use of the five trained incidental teaching responses. In Experiment 1, the lead and assistant instructors from two classrooms serving learners with autism spectrum disorders were provided with a brief instruction session about how to use incidental teaching. The effects of training on frequency of learner initiations and the assistant instructors’ use of incidental teaching were measured in the assistant instructors’ classrooms during unstructured activities. Following evaluation of the effects of instruction, the two lead instructors were trained to teach their assistant instructors on conducting accurate incidental teaching. In Experiment 2, a large-scale replication of the brief instruction procedure of Experiment 1 was conducted with 40 instructors from two schools serving learners with autism spectrum disorders. Feedback from acceptability surveys revealed that instructors from both experiments found the staff training methods satisfactory. These findings suggest that the brief method improving for instructor training used in the present study is a valid initial step toward level of learner initiation and likelihood of incidental teaching in classrooms. |
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| Investigating the Effectiveness of Video Technology to Train Direct Care Staff: Implementation of Multi-Component Behavior Support Plans |
| LAURA M. FREDERICK (Melmark), Jamie Pagliaro (Melmark), Stephen Gallagher (Melmark), Jeffrey R. Luke (Melmark) |
| Abstract: Current practice in the behavior analytic treatment of problem behaviors relies heavily on functional analysis methodology. Effective and ethical behavior support plans now include procedures to increase adaptive skills as well as reduce problem behaviors. While a positive trend, it also brings with it numerous challenges, for instance: staff training. Although didactic training methods are not always successful in increasing staff’s workplace performance (Dyer, Schwartz, & Luce, 1984), more effective methods (modeling, immediate feedback, etc) are much more time intensive. The current intervention attempted to combine video technology and supervisor feedback to develop an effective and efficient staff training model. Staff viewed a video of themselves implementing a behavior support plan with their supervisor present. They scored their performance according to a treatment integrity checklist, and the scored checklist then provided a structured format for the supervisor to provide feedback. A multiple baseline across staff showed that this staff training package was successful in increasing staff’s correct implementation of complex behavior support plans. The need for generalization of this intervention and further applications are discussed. |
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| A Case Study on Scaleable Strategies for Affecting Organizational Change in a Human Service Agency |
| JAMIE PAGLIARO (Melmark), Stephen C. Luce (Melmark), George P. Linke, Jr. (Melmark) |
| Abstract: This case study will describe scaleable strategies implemented in a multi-component human service agency to affect organizational change. Staff training, performance feedback, and continuous improvement methods were evaluated across a variety of organizational measures. These measures targeted safety, protocol compliance, departmental coordination, student engagement levels and samples of staff activity. Time constraints and staff acceptability will be discussed as primary considerations in applying behavioral technology. |
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