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

Previous Page


Symposium #21
CE Offered: BACB
Factors Affecting Treatment Success II: Parent and Staff Training
Saturday, May 26, 2007
1:00 PM–2:20 PM
Annie AB
Area: DDA/AUT; Domain: Applied Research
Chair: Sung Woo Kahng (Kennedy Krieger Institute)
Discussant: Dennis H. Reid (Carolina Behavior Analysis & Support Center, Ltd.)
CE Instructor: Sung Woo Kahng, Ph.D.

Behavioral interventions have proven to be effective in reducing problem behaviors exhibited by individuals with developmental disabilities. Despite the efficacy of this technology, there continue to be barriers to long-term treatment success. One such barrier is effective parent and staff or teacher training. The purpose of this symposium is to present research in recent advances in parent/staff training. The goal is to facilitate a meaningful discussion of training, which we hope will promote a growth of research in this area.

Evaluation of an Outpatient Parent Training Service for Children with Autism Spectrum Disorders and Their Families.
BRITT WINTER (Western Michigan University), Linda A. LeBlanc (Western Michigan University), James E. Carr (Western Michigan University)
Abstract: Increasingly, parents of children with Autism Spectrum Disorders (ASD) are integrally involved in the delivery of behavioral intervention services to their affected child (Koegel, Symons, & Koegel, 2002; Schreibman, 1988). The purpose of this program evaluation was to examine the effects of an outpatient clinic serving children with ASDs in the form of parent training in implementation of behavioral acquisition procedures (e.g., chaining, incidental teaching) and general contingency management systems (e.g., token economy). Parents were taught the procedures using a behavioral skills training model (BST) and implementation was assessed with their child for at least one behavioral target. Data from all families served in a 2-year period will be presented on: a) target areas identified by parents and clinicians, b) interventions recommended by clinicians, c) rate of acquisition by parents, d) procedural integrity of parent implementation during rehearsal and implementation with the target child, and e) child acquisition data for the targeted skill.
Further Evaluation of an Intensive Teacher Training Model.
DOROTHEA C. LERMAN (University of Houston, Clear Lake), Alyson N. Hovanetz (University of Houston, Clear Lake), Margaret J. Strobel (University of Houston, Clear Lake), Allison Serra Tetreault (Texas Young Autism Project), Joanie Garro (University of Houston, Clear Lake), Alice A. Keyl (University of Houston, Clear Lake), Angela Mahmood (University of Houston, Clear Lake), Shelley Mullin (University of Houston, Clear Lake)
Abstract: The successful transfer of applied technologies to public school settings requires efficient teacher preparation models. The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Drawn from the extensive literature on caregiver training, this relatively comprehensive program was intended to be feasible within the constraints of typical school settings. Nine certified special education teachers participated in an intensive 5-day summer program that incorporated both didactic and performance-based instruction. The teachers were taught a relatively large number of specific skills within two areas that have been the focus of extensive study for children with developmental disabilities (preference assessment and direct teaching). The summer training was designed to promote generalization of those skills into their classrooms during the subsequent academic year. Data were collected on teachers’ correct implementation of the skills. Results showed that the teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations of the teachers up to 3 months after the training suggested that the skills generalized to their classrooms. Performance maintained across repeated observations with brief feedback only.
The Effects of Conversational versus Technical Language on Treatment Preference and Treatment Integrity.
DAVID P. JARMOLOWICZ (West Virginia University), Sung Woo Kahng (Kennedy Krieger Institute), Einar T. Ingvarsson (Youngstown State University), Richard A. Goysovich (Kennedy Krieger Institute), Rebecca Heggemeyer (Kennedy Krieger Institute), Meagan Gregory (University of Florida)
Abstract: Training direct line staff to effectively implement behavioral interventions is one of the key factors to long-term treatment success. In some cases, behavioral plans can consist of technical language that may be beyond the training level of some staff. Therefore, this study compared the effects of behavior plans written in conversational versus technical language on treatment preference and integrity. The results showed that staff preferred treatments written in conversational language. Furthermore, staff had higher levels of treatment integrity when following behavior plans written in conversational language. These data suggest that, at least for front line staff, using behavior plans written in simpler language may improve staff performance.



Back to Top
Modifed by Eddie Soh