Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


33rd Annual Convention; San Diego, CA; 2007

Event Details

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Symposium #14
CE Offered: BACB
Agency-Based Training: Can We Get There from Here?
Saturday, May 26, 2007
1:00 PM–2:20 PM
America's Cup AB
Area: EDC/OBM; Domain: Service Delivery
Chair: Pamela G. Osnes (Behavior Analysts, Inc.)
Discussant: James F. McGimsey (AdvoServ)
CE Instructor: Pamela G. Osnes, Ph.D.

Most individuals who are providing behavioral services are likely to receive more of their training in their agencies than they received in pre-service training. In some instances, agency-based training is the only training that the service providers will receive. In spite of this state of affairs, there is precious little attention given to how that training is delivered. There are often significant constraints on training that result in poorly designed training. If we accept that training is a method for skill acquisition then the training should be designed in ways that increase the probability of skill acquisition. This symposium will address the various issues associated with staff training as it is commonly practiced, propose a template for guiding training decisions, and provide an example of staff training done well.

Agency-Based Behavior Analysis Training (ABBAT): Trials and Tribulations.
PAMELA G. OSNES (Behavior Analysts, Inc.)
Abstract: In 2004, the Education Board of the Association for Behavior Analysis began discussions about an apparent gap in training experiences for professionals who are employed in agencies who dispense behavior analysis services but who are not Board Certified Behavior Analysts. While BACB certification provides standards and requirements for continuing education for BCBAs, there are many individuals practicing behavior analysis in agencies who are not part of the certification process who “fall between the cracks” in terms of receiving regular, in-service training opportunities to continue to hone their behavior analytic skills. In response to this identified area of critical need, the Education Board undertook an initiative to assemble practitioners from well-known and long-established behavior analysis agencies in the United States to develop a template of potential “best practices” for in-service training to make available for use in agencies. This presentation will disseminate the broad issues related to training that were identified by the ABBAT members, and will provide opportunities for audience discussion.
A Decision Matrix for Designing Staff Training.
RONNIE DETRICH (Wing Institute)
Abstract: Staff training is one solution for addressing performance but is not the only one. Often training becomes the default option even when it is not likely to be the most effective method for improving performance. The first part of this paper will propose a decision matrix for determining a method for improving performance. If staff training is selected as the best option a number of decisions have to be made in order to maximize the impact of training. The first decision to make is how will content be delivered. The most common form of delivery is a didactic format but depending of the skill being taught this may not be the most effective. Once decisions about delivery have been made, then it is necessary to determine how performance will be evaluated. The most common forms of evaluation are either role-plays or some type of paper/pencil test. Again, depending on the skill being trained these may or may not be appropriate methods for assuming that performance in the actual setting will reflect training. The decision matrix proposed in this paper will highlight the various options for content delivery and performance evaluation, suggesting the benefits of each as well as their limitations. This matrix should help trainers more effectively design training in agencies in which there are limits on resources and time for training.
Teaching and Learning the Morningside Model of Generative Instruction.
LIBBY M. STREET (Central Washington University), Kent Johnson (Morningside Academy)
Abstract: Morningside Academy forms partnerships with public and private schools that want to implement our Generative Instruction model in their reading, writing and mathematics general education classrooms. I will describe Morningside Academy’s system for teaching teachers and other school personnel the model. Our system includes 3 phases: Prototypical/generic education, program-specific training, and in-classroom coaching. In phase 1, generic education, teachers learn our conceptual Generative Instruction model. Our consultants present slideshows, videoclips, and live demonstrations of principles and procedures. Participants are given many practice opportunities to learn the model. Mastery is demonstrated through (a) intraverbal behavior, including definitions, descriptions, and identification of written examples and nonexamples, and (b) demonstrations of the generic principles and procedures. In phase 2, program-specific training, teachers learn how to implement specific instructional programs and practice routines, consistent with the generic model. Mastery of phase 2 is also demonstrated by intraverbal behavior and demonstrations. In phase 3, in-classroom coaching, Morningside consultants provide hands-on assistance to teachers while they are implementing the programs with their students. Specifically, consultants provide interventions of increasing intrusiveness, beginning with signals, then tips and quips, then live demonstrations with their students, then requests that teachers videotape their lessons so that consultants can review them, frame by frame if necessary, with the teacher.



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