|
| Strategies to Improve the Quality of Service Delivery in School- and Home-Based Services: Novel Approaches to the Development of Parents, Teachers, and Paraprofessionals as Interventionists |
| Monday, May 29, 2017 |
| 10:00 AM–10:50 AM |
| Convention Center 403/404 |
| Area: EDC/OBM; Domain: Translational |
| Chair: Shawnee D. Collins (Chrysalis) |
| CE Instructor: Christian Sabey, Ph.D. |
| Abstract: The technology of Behavior Analysis has yielded significant societal benefits through structured, systematic services in controlled settings. However, there is an increasing need for services in homes, schools, and community settings. Access to well-trained, experienced interventionists in these settings is less likely than in clinical settings. This symposium examines novel approaches to the training, coaching, and professional development of a variety of interventionists available in these settings. As the quality of services offered by these agents in more naturalistic settings increases, target behaviors are more likely to be generalized and maintained thereby increasing the quality of life and long-term outcomes for our clients. |
| Instruction Level: Intermediate |
| Keyword(s): Home-based services, Naturalistic Teaching, School-based interventions, Staff Training |
| |
| Using Self-Management and Student Feedback to Increase Instructor's Use of Specific Praise in an Out-of-School Time Program |
| (Applied Research) |
| CADE T. CHARLTON (Brigham Young University), Richard P. West (Utah State University), Benjamin Lignugaris/Kraft (Utah State University) |
| Abstract: An experimental study of the effects of a self-management procedure using student feedback on teachers’ use of specific praise will be described and discussed. The procedures were designed to be simple, low-cost, and effective without extensive coaching and support. Participating instructors in an out-of-school time program completed self-evaluations, collected student feedback, and accessed visual performance feedback daily via low-cost mobile devices in their classrooms. Four participating instructors in this study increased their use of specific praise relative to baseline rates. In addition, instructors increased their use of general praise, student names, and detailed descriptions as the study progressed. |
| |
| Disseminating Parenting Behavior Skills Through Social Groups in Low Resource Environments: A Pyramidal Training Approach |
| (Applied Research) |
| BLAKE HANSEN (Brigham Young University) |
| Abstract: In countries that populations have high rates of poverty, parenting a child with a disability can be extremely difficult. The lack of qualified professionals combined with the added stress of behavior challenges are common in Eastern and Southeastern Europe. A series of studies were conducted in the Western Balkans and Russia on a novel approach to disseminating research-based practices by training parents to facilitate training of other parents. In all cases, parents of children with disabilities were taught skills using a behavior skills training approach that included instructions, modeling, role-play, and feedback. In the first study, contingent praise was taught though three and four levels of parents who trained other parents. In the second study, a naturalistic mand training protocol was trained in a group of three mothers of children with autism. The combined results indicated that proximity to the therapist did not impact skill acquisition which indicates that this approach may be effective for disseminating parenting skills in low resource environments. |
| |
Brief, Localized, Intensive, Social Skills Intervention: Training Typical School Personnel to Deliver Social Skills Instruction |
| (Applied Research) |
| Christian Sabey (Brigham Young University), REBECCA HARTZELL (University of Arizona) |
| Abstract: Social skills training is critical to the success of students with autism spectrum disorder (ASD). However, many schools struggle to find the personnel with the expertise to be able to deliver effective social skills instruction. In this study we identified typical school personnel to deliver a social skills intervention. Researchers trained the school personnel to deliver the intervention and measure the effect of the intervention on the social interactions of the students with ASD. The social skills intervention included picking up students from lunch and beginning a lesson. Then continuing the lesson on the playground and giving the student a goal to work on during recess. Students were observed and their behavior recorded during recess. We also measured the fidelity of implementation of the intervention and report on the level of support required for the school personnel to implement with fidelity. We found that with minor support, school personnel successfully implemented the intervention and had a positive effect on students with ASD |
|
| |