Association for Behavior Analysis International

Designing effective human service and education systems and organizational models with essential features that are clearly defined, consistently implemented, and result in positive outcomes so that the model can be effectively disseminated has been a challenge in the field. Creating a system of interlocking behavioral contingencies aligned with organizational goals that produce positive outcomes is the approach used by behavior analysts consistent with organization behavior management (OBM) (Glenn & Malott, 2004). This symposium will present: 1) a description of the behavioral model of intervention for individuals with ASD developed by McClannahan and Krantz (1993) that includes a system for training staff, monitoring learner progress, and incorporating feedback from colleagues, parents, and community stakeholders in a yoked accountability system that has been implemented in multiple sites in the USA; 2) the dissemination of this model as the Institute for Child Development (IWRD) in Gdansk, Poland and then to other sites in Poland; and 3) dissemination of the model to other countries in Europe. Data demonstrating that the implementation and effectiveness of the model is maintained across programs will be presented. Effective systems that consistently benefit learners with autism and their families are a priority for use by behavior analysts.

Board Certified Behavior Analysts who are working in with individuals with disabilities in education or human service settings. The content is particularly relevant for program directors or staff supervisors.

The critical features of a model based on the principles of behavior analysis developed by McClannahan and Krantz with a focus on the education and training for individuals with autism will be presented. This yoked, or interlocking system, of training and intervention has resulted in consistent progress for individuals with autism maintained for years of intervention, and across programs implemented at multiple sites in the USA. Using data for feedback and decision-making at all levels is a hallmark of this model. Data is collected on learner progress with goals, staff competence with identified skills, including interpersonal communication, and parent and consumer satisfaction. This model incorporates an accountability system that ensures consistent program effectiveness and addresses behavioral drift. Examples of the data collected at all sites using this model will be presented including, graphs of learner progress, summary data that includes inter-observer agreement scores on learner progress with intervention programs, staff training data with inter-observer agreement data from multiple supervisors, and annual evaluation data from colleagues, parents, and consumers.

The Institute for Child Development (IWRD) is the first and the only institution in Poland, which is the member of Alliance for Scientific Autism Intervention (ASAI). All members of ASAI continue to implement the model developed initially by McClannahan and Krantz (1993). The following presentation will describe the process used to implement the effective science-based intervention model not only in Poland but also in other countries in Europe. Details of the staff training approach used in this model will be presented that includes: workshops on the theory, principles and practices of behavior analysis, practical training at IWRD in Poland, systematic supervision in the workplace in another country and staff evaluation. Staff training in this model requires evaluating therapists’ professional skills at the beginning of the training, after internship in our Institute, and also after one year of independent work under our supervision. Sample data from the professional evaluation demonstrating progress in all needed areas will be presented. Our model of training is also evaluated by all stakeholders or consumers and examples of these data also will be presented.