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| Application of Behavioral Technologies to Staff Performance: Evaluation of Effects in Human Services Organizations |
| Tuesday, May 29, 2007 |
| 9:00 AM–10:20 AM |
| Emma C |
| Area: OBM; Domain: Service Delivery |
| Chair: Marcus L. Thomeer (Summit Educational Resources) |
| Abstract: N/a |
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| Reducing Staff Absences: Evaluation of an Incentive-Based Lottery Combined with Performance Feedback |
| HANNA C. RUE (The May Institute), Florence D. DiGennaro Reed (Institute for Child Development), James K. Luiselli (The May Institute), Walter P. Christian (The May Institute/National Autism Center), Chad Ryan (The May Institute ), Carrieanne St. Amand (The May Institute) |
| Abstract: Many human services and behavioral healthcare organizations experience challenges related to staff attendance. In fact, a recent statistic indicates that absenteeism is a costly personnel issue totaling $40 billion per year in the United States. The importance of addressing this area is underscored when considering the long-term impact of staff absenteeism. Existing research informs us that poor attendance rates are related to low staff-student ratios, less tenured staff, younger staff, and reduced service delivery. The present study designed and implemented a systems-wide intervention to target absenteeism. The intervention was comprised of a weekly lottery resulting in monetary remuneration, performance feedback, and public posting. Results indicated reduced staff absences and decreased financial costs to the agency. Additional collateral effects were observed. The findings will be discussed in the context of best practices in addressing performance improvement of staff through systems-level change. |
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| Effects of a Behavioral Evaluation Procedure on Staff Performance. |
| LINDA MATEY (Institute for Child Development), Florence D. DiGennaro Reed (Institute for Child Development), Marcus L. Thomeer (Summit Educational Resources), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: An area of increasing importance is the development of standards for designing and implementing program-wide behavior systems. Specifically, the design of time-efficient, yet effective, staff training models is a primary aim of administrators in human services agencies and schools. In particular, those that emphasize behavioral technologies in the provision of ongoing professional development of staff are desired. This presentation will highlight the components of a staff training/professional development model designed and implemented by the authors to promote skill acquisition of school staff. Data will be presented regarding effectiveness and acceptability of this model. Implications of the methods and findings will be discussed in the context of the challenges that exist in training human services staff and adhering to best practices in service delivery. |
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| Implementing and Supervising Undergraduate Practicum Experiences in ABA: A Retrospective Examination of Data. |
| JENNIFER M. GILLIS MATTSON (Auburn University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: The training package for undergraduate practicum experience, implemented at the Institute for Child Development for over ten years, will be presented. This training package includes an intensive two-day initial training period, followed by exams on the policies and procedures of the Institute for Child Development, ethical conduct, weekly exams on principles of applied behavior analysis within the context of an undergraduate course, and detailed weekly in vivo supervision of undergraduates teaching individuals with ASD. Data from two semesters are analyzed to answer the following questions: 1) What is the skill acquisition rate for undergraduate students? 2) How long does it take for undergraduates to be considered “trained?” 3) What are the competency skills that are the easiest and most difficult for undergraduates to achieve? 4) What is the distribution of the number of supervision sessions necessary to assure procedural integrity? Results will be discussed in terms of cost benefit of this training package, technological aids, and future research needs in the area of supervised training in ABA. |
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| Development of an Undergraduate Training and Monitoring Package at an Early Intensive Behavioral Intervention (EIBI) Preschool Program and Practicum Site. |
| KIMBERLEY HAYS SMITH (Auburn University) |
| Abstract: Early intensive behavioral intervention (EIBI) in a preschool setting requires intensive training of staff to ensure the highest quality of service delivery. When the majority of staff is undergraduate students who enroll for practicum experience for only one or two semesters, the speed and intensity of the training are crucial factors in service quality. The behavior analytic literature lacks clear guidance for development of training packages for both EIBI preschool programs and brief undergraduate practicum experiences. During the first two years of The Little Tree Learning Center’s service delivery, a competency-based staff training model was piloted (Reid & Parsons, 2002). The training package was composed of verbal review of behavioral programming, modeling by supervisors, role-play with supervisors, direct observation with client, and feedback by supervisors no less than every two weeks. Data on staff performance will show results from the pilot years of implementation, and future improvements to the package will be reviewed. |
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