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| Staff Training in Community Residential Settings |
| Sunday, May 27, 2012 |
| 10:30 AM–11:50 AM |
| 204 (TCC) |
| Area: PRA/OBM; Domain: Applied Research |
| Chair: Shawnee D. Collins (Chrysalis) |
| Discussant: Jared A. Chase (Chrysalis) |
| CE Instructor: Shawnee D. Collins, M.S. |
| Abstract: Researchers from Chrysalis, a community residential provider for adults with disabilities, and Utah State University partnered to address the challenge of effective staff training in community residential settings. In the first two presentations, the researchers successfully used video models to teach direct support staff to implement Phases 1 and 2 of PECS with fidelity in community homes for adults with disabilities. In the third presentation, the researchers successfully trained clinicians and behavior assistants who work with adults with disabilities to conduct functional analyses. Following the presentations, there will be time to discuss the presentations as well as discuss future research to address barriers of effective staff training faced by many community providers. |
| Keyword(s): functional analysis, staff training, trial-based, video modeling |
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| The Effects of Video Modeling on Staff Implementation of PECS Phase 1 in a Group Home for Adults with Intellectual Disabilities |
| SHAWNEE D. COLLINS (Chrysalis), Charles L. Salzberg (Utah State University), Thomas S. Higbee (Utah State University), Julia A. Hermansen (Chrysalis), Ryan Keith Knighton (Chrysalis), Tyler J. Wilhite (Chrysalis) |
| Abstract: As more individuals with intellectual disabilities live in integrated, community group home settings, it is increasingly important that direct support staff are well trained to implement behavioral interventions, including skill acquisition programs. However, given the typically low supervisor-staff ratios and lack of prior training for most residential staff, providing the adequate intensity of training to teach sophisticated behavior skills is challenging. This study investigated the effects of video modeling to teach staff to implement Phase 1 of the Picture Exchange Communication System (PECS) in group homes for adults with intellectual disabilities. Moreover, we evaluated the effects of this staff training on client’s correct use of PECS. This study used a nonconcurrent multiple-baseline design across participants to evaluate the effects of the video modeling procedures. All four staff participants increased the percentage of correctly implemented Phase 1 steps and one staff participant generalized the skills to a second client participant in the home. In addition, client participants simultaneously demonstrated an increase in skill acquisition. |
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| Using Video Models to Train Direct Support Staff Working with Adults with Intellectual Disabilities to Implement Phase 2 of the Picture Exchange Communication System |
| Shawnee D. Collins (Chrysalis), Charles L. Salzberg (Utah State University), Thomas S. Higbee (Utah State University), JACQUELINE L. HUNTER (Chrysalis), Julia A. Hermansen (Chrysalis), Ryan Keith Knighton (Chrysalis), Tyler J. Wilhite (Chrysalis) |
| Abstract: This study extends the previous study to a new skill set, specifically, the training steps outlined in Phase 2 of the Picture Exchange Communication System. Three staff members, with no previous training in applied behavior analysis, paired with three adults with intellectual disabilities who had successfully mastered the steps in PECS Phase 1 participated in this study. The three individuals with intellectual disabilities lived in three different homes and received residential services from a community provider. We investigated the effects of video modeling on staff implementation of PECS Phase 2 in a group home for adults with intellectual disabilities. Moreover, we evaluated the effects of this staff training on client’s correct use of PECS. This study used a nonconcurrent multiple-baseline design across participants to evaluate the effects of the video modeling procedures. All three staff participants increased the percentage of correctly implemented Phase 2 steps after viewing the video model and these effects maintained over time. |
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Transitioning to Functional Analyses: An Organization-Wide Training |
| Joseph Michael Lambert (Utah State University), Sarah E. Bloom (Utah State University), Soraya Shanun Kunnavatana (Utah State University), Shawnee D. Collins (Chrysalis), CASEY J. CLAY (Utah State University) |
| Abstract: To date, no research has outlined a procedure that capitalizes on the strengths of both traditional (Iwata et al., 1982/1994) and trial-based (Bloom et al., 2011) functional analyses (FA) at an organization-wide level. In Study 1 we replicated Iwata et al. (2000) by training 14 group-home employees to conduct a traditional FA in less than two hours. All subjects had no prior experience conducting FAs. Ten subjects were clinical supervisors with masters degrees in various fields and varying levels of formal exposure to applied behavior analysis (ABA) and four subjects were undergraduate assistants with no formal exposure to ABA. In Study 2 we used a pyramidal training procedure to train clinical supervisors (from Study 1) to conduct and train their house managers to conduct trial-based FAs. Clinical supervisors received less than an hour and a half of direct training on trial-based FAs. The results suggest that, in a relatively short period of time, key personnel in organizations that serve individuals with developmental disabilities can not only be trained to conduct FAs but can also be taught to train others to conduct FAs with a high degree of procedural fidelity. |
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