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| Recent Applications in Organizational Behavior Management |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Republic B (Grand Hyatt) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Dave A. Pyles (The Chicago School, Los Angeles) |
| Discussant: Amanda N. Adams (California State University, Fresno) |
| CE Instructor: Rosemary Condillac, Ph.D. |
| Abstract: Research in the area of Organizational Behavioral (OBM) continues to receive increased attention from behavior analytic practitioners. This growing interest is partly due to the fact that many individuals work in settings wherein Applied Behavior Analytic (ABA) techniques are not only useful for the development of programs designed to meet client needs, but are also a necessary component of the appropriate design of the larger system within which the employees operate. Specifically, OBM techniques which are based on the principles of behavior analysis can be used to improve any aspect of individual or organizational performance. The purpose of this symposium is to present data from three different settings where OBM techniques were implemented and evaluated: 1) an agency that provides services to children with autism, 2) a workshop setting for adults with developmental disabilities, and 3) a graduate training program for students in Behavior Analysis. |
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| Training Direct Care Staff on Implementation of Learn Units |
| ADRIENNE MUBAREK (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles) |
| Abstract: The quality of staff training was assessed by measuring the rate and accuracy of learn units implemented during therapy sessions. This study included 3 staff that worked with children with autism delivering ABA services in the home. Large group training was compared with small group/individualized training and feedback during therapy sessions. Measures for all participants improved from baseline on both accuracy and rate. Results indicate that large, lecture training is not sufficient in meeting the needs of the staff who implement intensive in-home ABA service delivery. |
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| Using Supervisor Feedback and Self-Monitoring to Improve Staff Performance in an Adult Day Program |
| Renee Diane Quinnett (The Chicago School of Professional Psychology), Rachel Findel-Pyles (The Chicago School, Los Angeles), DAVE A. PYLES (The Chicago School, Los Angeles) |
| Abstract: The Organizational Behavior Management (OBM) techniques self-monitoring and supervisor feedback were utilized with two staff members in an adult day program for adults with mental illness and developmental disabilities to increase their on-task and on-schedule behavior. The current investigation was a replication and extension of Richman, Riordan, Reiss, Pyles & Bailey (1988). A reversal design was conducted in the classroom to evaluate baseline, self-monitoring and supervisor feedback. Results suggest that using the OBM techniques increased on-task and –on-schedule behavior. |
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| Teaching Individuals to Use the Standard Celeration Chart |
| MEGAN KIRBY (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles), Jamie L. Johnston (The Chicago School, Los Angeles), Dave A. Pyles (The Chicago School, Los Angeles) |
| Abstract: The Standard Celeration Chart (SCC) displays frequency against a continuous real time-line to provide a graphic means of displaying celeration. The wide applicability of the SCC may be hindered by the terminology and specific skill set which an individual must acquire before graphing and interpreting data on the chart. Teaching more individuals the terminology and skills to graph data on the SCC has the potential to result in a wider adoption of the SCC across disciplines concerned with human behavior. Currently no research has examined the extent of training necessary for individuals to acquire the skills to graph data on the SCC. The purpose of the current investigation was to evaluate the effects of reading an instructional handbook and attending an in-person training session on students ability to plot data on the SCC. A multiple-baseline across 11 students was implemented and results suggest that individuals can acquire the skills necessary to use the standard celeration chart with minimal training. |
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