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| Quality Assurance Systems: Using OBM to Monitor Critical Clinical Service Delivery Components of ABA Programs |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 221 AB |
| Area: OBM/AUT; Domain: Service Delivery |
| Chair: Gordon A. DeFalco (Evergreen Center) |
| Discussant: Robert F Littleton Jr (Evergreen Center) |
| CE Instructor: Michael Miklos, M.S. |
| Abstract: Applied behavior analysis continues to expand and refine effective procedures for producing behavior change. Training and maintaining staff skills in these procedures have become increasingly demanding and labor intensive. Another challenge to the field is service delivery models that involve consultation by staff in off site locations such as schools and home settings. To accommodate these challenges, many companies have developed system-wide management interventions to address the need to effectively impact all clients, insure staff training and skill maintenance, and staff fidelity in procedural implementation. This symposium will describe system-wide interventions that have been designed to address critical training issues in a community residential school and in a community-based consultation and autism services delivery model. The first presentation describes a research study that compared the effectiveness of classroom presentations and online training presentation called Training on Demand (TOD). The second presentation focuses on a critical task for applied behavior analysts, that of graphing data. A systems approach to collecting data, submitting graphs, and monitoring/reviewing compliance will be described. The final presentation describes a supervisory feedback system and the effects of its implementation on supervisor and staff teaching behavior over a 1-year period in a home-based service model. |
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| A Comparison of Web-based versus Live Training on Staff Skill Acquisition. |
| DIANA LOUISE FISHBACK (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The purpose of this study was to evaluate the effectiveness of 2 staff teaching formats, live presentation and online computer presentation. Approximately 200 experienced and inexperienced employees were randomly assigned to either a traditional classroom or web-based presentation on wheelchair van safety procedures using identical power point and video information. Staff acquisition was assessed on a written test administered immediately after the presentation and a behavior checklist assessing staff performance of safety skills on a wheelchair van. Results indicated minimal differences between the classroom trained and web based trained staff on the written quiz and behavior checklist. All staff also completed a survey evaluating their satisfaction with the presentation format. Satisfaction was measured using a 5-point Likert scale. Results indicate favorable ratings for both online and live presentations with each group averaging 4.0 in all areas. Given the similarity in performance between classroom and web based instruction advantages and limitations of these 2 instructional formats will be discussed. Directions for future research will be considered |
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| Increasing Submission of Graphical Data for Home Based Autism Services |
| STEVEN WOOLF (BEACON Services), Robert F Littleton Jr (Evergreen Center) |
| Abstract: The graphic display of data is an essential feature of applied behavior analysis that sets it apart from many other human services and educational professions. Graphs are used by behavior analysts to organize data, determine treatment effectiveness, communicate treatment outcomes to others, and examine the effects of particular interventions on human behavior (Copper, Heron, & Heward, 2007). There is significant research supporting the effectiveness of using graphs to communicate and interpret behavioral/educational data (Parsonson & Baer, 1992). Despite this empirical support, it is often difficult for large human services/educational organizations to maintain and collect graphed data on a consistent basis (Fox & Davis, 2005). This presentation describes the systems used by an agency serving over 300 children receiving home based ABA services. The processes of collecting data, submitting graphs, and monitoring/reviewing compliance will be described. Data will be presented on system implementation and discussed in terms of the effects of system supports, compliance monitoring, visual posting, and incentives relative to graph submission behavior. |
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| Effects of a Supervision Monitoring System on Written Supervisory Feedback |
| ANN FILER (BEACON Services), Robert K. Ross (BEACON Services), Robert F Littleton Jr (Evergreen Center) |
| Abstract: Providing quality home based services to children with autism presents a number of challenges. Among those are ensuring that staff training results in competent implementation of complex procedures. In order to accomplish the goals of providing effective supervision, maintaining or remediating teacher performance, systems supports are required. Green, Rollyson, Passante, & Reid, (2002) suggested that “direct feedback” was related to high levels of staff performance. This study also suggested that specific feedback was a critical element of effective supervisory behavior. The present study looks at the effects of the implementation of a formal system to provide objective and subjective feedback on staff implementation of ABA programming in home based settings. The presentation will review the components of a written feedback system and the effects of its implementation on supervisor and staff behavior over a one year period. The data indicate that the overall ratings of staff performance increased. Additionally, the use of the system resulted in higher frequencies of “specific” performance feedback and lower frequencies of “general” feedback statements over time. These data suggest that implementation of a formal supervision feedback system may shape the behavior of supervisors and, in turn, the staff they supervise. |
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