Scaling Up Behavioral Skills Training: Effectiveness of Large-Scale and Multiskill Trainings
Tóm tắt
We used behavioral skills training (BST) to teach multiple skills to 2 cohorts of 18 participants. BST consisted of the standard 4 components: (a) didactic instruction, (b) modeling, (c) role-play, and (d) feedback, modified to be delivered in a large-group format. All components were provided by 1 trainer, simultaneously to all participants, with peers delivering feedback during role-plays. Across 4 targeted skills (e.g., discrete-trial teaching), the average performance of Cohort 1 improved from less than 60% correct implementation in baseline to a performance of between 85% and 100% correct, across participants, following BST. We used social validity data collected from Cohort 1 to modify the length of instruction across skills for Cohort 2. BST was similarly effective for Cohort 2, with a decrease in the additional training required for trainees to demonstrate the skill in a novel role-play scenario or with a client. Implications for effectively scaling up BST are discussed.
Tài liệu tham khảo
Behavior Analyst Certification Board. (2013). Registered Behavior Technician (RBT®) task list. Littleton, CO: Author.
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Littleton, CO: Author.
Behavior Analyst Certification Board. (2018). Supervisor training curriculum outline: 2.0. Littleton, CO: Author.
Behavior Analyst Certification Board. (2019). Registered Behavior Technician (RBT®) task list. Littleton, CO: Author.
Crockett, J. L., Fleming, R. K., Doepke, K. J., & Stevens, J. S. (2007). Parent training: Acquisition and generalization of discrete trial teaching with parents of children with autism. Research in Developmental Disabilities, 28(1), 23–36. https://doi.org/10.1016/j.ridd.2005.10.003.
Fetherston, A. M., & Sturmey, P. (2014). The effects of behavioral skills training on instructor and learner behavior across responses and skill sets. Research in Developmental Disabilities, 35(2), 541–562. https://doi.org/10.1016/j.ridd.2013.11.006.
Hassan, M., Simpson, A., Danaher, K., Haesen, J., Makela, T., & Thomson, K. (2018). An evaluation of behavioral skills training for teaching caregivers how to support social skill development in their child with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 1957–1970. https://doi.org/10.1007/s10803-017-3455-z.
Homlitas, C., Rosales, R., & Candel, L. (2014). A further evaluation of behavioral skills training for implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 47, 198–203. https://doi.org/10.1002/jaba.99.
Howard, J. S., Stanislaus, H., Green, G., Sparkman, C. R., & Cohen, H. G. (2014). Comparison of behavior analytic and eclectic interventions for young children with autism after three years. Research in Developmental Disabilities, 35(12), 3324–3344. https://doi.org/10.1016/j.ridd.2014.08.021.
Iwata, B., Wallace, M., Kahng, S., Lindberg, J., Roscoe, E., Conners, J., et al. (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33, 181–194. https://doi.org/10.1901/jaba.2000.33-181.
Lafasakis, M., & Sturmey, P. (2007). Training parent implementation of discrete-trial-teaching: Effects on generalization of parent teaching and child correct responding. Journal of Applied Behavior Analysis, 40, 685–689. https://doi.org/10.1901/jaba.2007.685-689.
Lambert, J. M., Bloom, S. E., Kunnavatana, S. S., Collins, S. D., & Clay, C. J. (2013). Training residential staff to conduct trial-based functional analyses. Journal of Applied Behavior Analysis, 46, 296–300. https://doi.org/10.1002/jaba.17.
Lavie, T., & Sturmey, P. (2002). Training staff to conduct a paired-stimulus preference assessment. Journal of Applied Behavior Analysis, 35, 209–211. https://doi.org/10.1901/jaba.2002.35-209.
Lerman, D. C., Hawkins, L., Hillman, C., Shireman, M., & Nissen, M. A. (2015). Adults with autism spectrum disorder as behavior technicians for young children with autism: Outcomes of a behavioral skills training program. Journal of Applied Behavior Analysis, 48, 1–24. https://doi.org/10.1002/jaba.196.
Luiselli, J. K., Bass, J. D., & Whitcomb, S. A. (2010). Teaching applied behavior analysis knowledge competencies to direct-care service providers: Outcome assessment and social validation of a training program. Behavior Modification, 34(5), 403–414. https://doi.org/10.1177/0145445510383526.
Luiselli, J. K., St. Amand, C. A., MaGee, C., & Sperry, J. M. (2008). Group training of applied behavior analysis (ABA) competencies to community-based service providers for adults with developmental disabilities. International Journal of Behavioral Consultation and Therapy, 4(1), 41–47.
Madzharova, M. S., Sturmey, P., & Jones, E. A. (2012). Training staff to increase manding in students with autism: Two preliminary case studies. Behavioral Interventions, 27(4), 224–235. https://doi.org/10.1002/bin.1349.
Miles, N., & Wilder, D. A. (2009). The effects of behavioral skills training on caregiver implementation of guided compliance. Journal of Applied Behavior Analysis, 42, 405–410. https://doi.org/10.1901/jaba.2009.42-405.
Nigro-Bruzzi, D., & Sturmey, P. (2010). The effects of behavioral skills training on mand training by staff and unprompted mands by children. Journal of Applied Behavior Analysis, 43, 757–761. https://doi.org/10.1901/jaba.2010.43-757.
Page, T., Iwata, B., & Reid, D. (1982). Pyramidal training: A large-scale application with institutional staff. Journal of Applied Behavior Analysis, 15, 335–351.
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819.
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2013). Teaching practitioners to conduct behavioral skills training: A pyramidal approach for training multiple human service staff. Behavior Analysis in Practice, 6(2), 4–16. https://doi.org/10.1007/BF03391798.
Reid, D. H., Green, C. W., Parsons, M. B., & Rotholz, D. A. (2018). The best and worst things staff report about behavioral training workshops: A large-scale evaluation. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-018-00297-3.
Romanczyk, R. G., Callahan, E. H., Turner, L. B., & Cavalari, R. N. S. (2014). Efficacy of behavioral interventions for young children with autism spectrum disorders: Public policy, the evidence base, and implementation parameters. Review Journal of Autism and Developmental Disorders, 1, 276–326. https://doi.org/10.1007/s40489-014-0025-6.
Rosales, R., Stone, K., & Rehfeldt, R. A. (2009). The effects of behavioral skills training on implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 42, 541–549. https://doi.org/10.1901/jaba.2009.42-541.
Roscoe, E. M., & Fisher, W. W. (2008). Evaluation of an efficient method for training staff to implement stimulus preference assessments. Journal of Applied Behavior Analysis, 41, 249–254. https://doi.org/10.1901/jaba.2008.41-249.
Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete trial training. Journal of Applied Behavior Analysis, 37, 535–538. https://doi.org/10.1901/jaba.2004.37-535.
Sawyer, M. R., Andzik, N. R., Kranak, M. P., Willke, C. P., Curiel, E. S. L., Hensley, L. E., & Neef, N. A. (2017). Improving pre-service teachers’ performance skills through behavioral skills training. Behavior Analysis in Practice, 10(3), 296–300. https://doi.org/10.1007/s40617-017-0198-4.
Strohmeier, C., Mule, C., & Luiselli, J. K. (2014). Social validity assessment of training methods to improve treatment integrity of special education service providers. Behavior Analysis in Practice, 7(1), 15–20. https://doi.org/10.1007/s40617-014-0004-5.