Staff Training - PowerPoint PPT Presentation

1 / 38
About This Presentation
Title:

Staff Training

Description:

state chapter of ABA ... how to educate community about ABA - require readings of textbooks, research literature ... Wallace, M.D., Doney, J.K., Mintz-Resudek, ... – PowerPoint PPT presentation

Number of Views:874
Avg rating:3.0/5.0
Slides: 39
Provided by: epic
Category:

less

Transcript and Presenter's Notes

Title: Staff Training


1
Staff Training
  • Julia Mandelbaum
  • Megan Duffy
  • Diana Zitelli

2
Outline
  • Didactic Training
  • Hands-on Training
  • Overview of Best Practices
  • Alpine Learning Group (ALG)
  • Princeton Child Development Institute (PCDI)
  • The Douglas Developmental Disabilities Center
    (DDDC)
  • Components of a Comprehensive Training Package

3
Didactic Training
4
Didactic Training
  • Instructional training provided to staff
    concerning the principles of applied behavior
    analysis (ABA) and effective procedures to teach
    students with autism
  • Provided through workshops or coursework
  • Conducted by qualified professionals in the field
    of ABA
  • Example of didactic lesson
  • http//www.behavior.org/autism/
  • (Lovaas, 1996 McClannan Krantz, 2006 Stein,
    1975)

5
Didactic Training in School Programs
  • Preservice Training
  • - conducted by staff trainers or directors
  • - occurs once a year, typically in August
  • - usually 2 days to a week in duration
  • - provides overview and history of applied
    behavior analysis (ABA) and principles of
    learning
  • - teaches behavior analytic terminology
  • - builds relationships between trainers and
    trainees
  • - prerequisite to hands-on training
  • (Bondy, 1996 McClannahan Krantz, 2001Meyer,
    Taylor, Cerino, Fisher, Moran, Richard, 2006
    Romanczyk, Lockshin, Matey, 2001 Romanczyk,
    Lockshin, Matey, Gillis, 2006 Quilitch, 1975
    Stein, 1978)

6
Didactic Training in School Programs
  • Training Materials
  • - consists of lectures and possible written
    examination of content in workshop format
  • - may include manual of organizations
    policies, readings of current research, slide
    presentations, role-plays, and videos (e.g.,
    http//www.youtube.com/watch?vJT2-lHyn980 )
  • - hand-outs may be provided
  • - tests on materials may be administered and a
    passing grade required
  • (Lovaas, 1996 McClannahan Krantz, 2006
    Quilitch, 1975 Romanczyk et al., 2006
    Wallace,M.D., Doney, J.K., Mintz-Resudek, C.M.,
    Tarbox, R.S.F., 2004)

7
Didactic Training in School Programs
  • Topics in Preservice Workshops
  • - may include reinforcement, punishment,
    shaping, generalization, errorless teaching,
    incidental teaching, stimulus control, chaining,
    behavior contingencies, prompt and prompt fading
  • - managing problem behavior
  • - teaching procedures
  • - overview of autism and developmental
    disabilities
  • - arrangement of teaching environment
  • - data collection
  • (Lovass, 1996 Luiselli St. Amand, 2005 McGee,
    Morrier, Daly, 2001 Meyer et al., 2006 Sepler
    Myers, 1978)

8
Didactic Training in School Programs
  • In-service Training/ Staff Meetings
  • - review current research
  • - expand behavior analytic terminology
  • - follow-up to preservice training
  • - discuss goals, program evaluation, analyze
    problems
  • (Lovass, 1996 MClannahan Krantz, 2001 Meyer
    et al., 2006)

9
Didactic Training in School Programs
  • Conferences
  • - professional conferences in the areas of
    autism and ABA
  • - cover recent developments in the field
  • - may be required or encouraged by organization
  • - Suggested Conferences
  • Center for Outreach Services for the Autism
    Community (COSAC), Association for Behavior
    Analysis (ABA) International
  • state chapter of ABA
  • (Bondy, 1996 Handleman, Harris, Arnold, Cohen,
    Gordon, 2006 Romanczyk et al., 2006)

10
Didactic Trainingin School Programs
  • Approved Courses in ABA
  • - class in ABA and autism may be required by
    organization
  • - courses should be approved by Behavior
    Analysis Certification Board (BACB)
  • - passing grade in courses on principles of
    learning or ABA
  • - Schools offering approved courses in ABA and
    autism
  • Rutgers University New Brunswick, NJ
  • Caldwell College Caldwell, NJ
  • Queens College New York, NY
  • University of South Florida Tampa, FL
  • (Bondy, 1996 Handelman et al., 2006 Smith,
    Donahoe, Davis, 2001)

11
Didactic Training in Home Programs
  • Workshops/ In-services/ Staff Meetings
  • - parents are responsible for providing training
    by qualified professionals to staff
  • - provide general information about ABA and
    autism
  • - teach technical language and principles of
    ABA
  • (e.g., shaping, reinforcement,
    punishment, extinction)
  • - how to educate community about ABA
  • - require readings of textbooks, research
    literature
  • (e.g., Baer, Wolf, Risley, 1968 Cooper,
    Heron, Heward, 2007)
  • - may provide manual of services
  • (Neef, Parrish, Egel, Sloan, 1986 Scott, 1996)

12
Effectiveness of Didactic Training Procedures
  • Staff has increased knowledge of behavior
    principles and autism
  • Improved verbal and written skills
  • Increased test scores after training
  • Staff become better trainers
  • May be helpful for later feedback and training
    (although research has refuted this)
  • Staff have evaluated workshops as beneficial
  • (Dowey, Toogood, Hastings, Nash, 2007 Gardner,
    1972 McClannahan Krantz, 1993 McGee et al.,
    2001 Neef et al., 1986 Quilitch, 1975 Sepler
    Myers, 1978)

13
Effectiveness of Didactic Training Procedures
  • Can be conducted in short amount of time
  • - this is a benefit if time is limited, but a
    disadvantage in terms of material that can be
    covered
  • Better staff-student relationships
  • Staff more likely to reinforce desirable behavior
    and not undesirable behavior after didactic
    training
  • (Sepler Meyers, 1978 Stein, 1975)

14
Problems with Didactic Training Procedures
  • Increases in staff performance occur without
    didactic training
  • Hands on training with feedback alone successful
  • (Quilitch, 1978)

15
Problems with Didactic Training Procedures
(Quilitch, 1978)
16
Problems with Didactic Training Procedures
  • Unless tests on materials are required, workshop
    material knowledge is not consequated
  • - exams improve correct written responses on
    workshop material, but do not correlate with
    improvements in practical applications of
    material
  • - skills learned in didactic training do not
    generalize to and are not maintained in applied
    settings
  • Workshop training is costly
  • -hands-on training is more cost-effective
  • (Neef et al., 1986 Quilitch, 1978 Sepler
    Myers, 1978 Smith, 1995)

17
Problems with Didactic Training Procedures
  • Ethical Considerations
  • - observations of inappropriate use of behavior
    techniques in applied settings may mean lack of
    understanding of principles by staff
  • - short (week-long) workshops do not teach
    all relevant issues
  • - research shows no relationship between
    didactic training and practical application of
    teaching procedures
  • (McClannahan Krantz, 1993 Quilitch, 1978
    Stein, 1975)

18
Considerations with Didactic Training
  • Follow-up services and consultations on weekly or
    monthly basis
  • Train families
  • Collect data on appropriate application of
    behavioral techniques
  • Arrange for consequences for participation in
    workshops
  • Ongoing hands-on training is essential
  • (Lovaas, 1996 McClannahan Krantz, 1993 Meyers
    et al., 2006 Quilitch, 1978 Stein, 1975)

19
Hands-on Training
20
Hands-on Training
  • Modeling
  • The trainer will model the teaching procedure,
    the trainee will then attempt to match the
    trainers model
  • Repeated practice modeling, rehearsal, and
    feedback
  • Demonstrated to be effective in training teaching
    skills
  • Discrete trial teaching
  • Incidental teaching
  • Behavior reduction
  • Implementation of functional analyses
  • Implementation of preference assessments
  • (Sarakoff Sturmey 2004 Schepis et al.,
    2001 Moore et al., 2002 Lavie Sturmey 2002
    Roscoe et al, 2006)
  • Demonstrated to be effective in generalization of
    teaching skills across settings and students
    (Schepis et al., 2001, Ducharme Feldman 1992)

21
Hands-on Training
  • Other techniques in modeling
  • Rehearsal / role-playing without the student
    present
  • After didactic training, but before hands-on
    training
  • Video Modeling
  • Demonstrated to be effective in training
    instructional staff to implement functional
    analyses, and preference assessments (Wallace et
    al., 2004 Lavie Sturmey 2002)

22
Hands-on Training
  • Immediate Feedback
  • Behavior specific feedback
  • Include BOTH positive statement AND corrective
    feedback (Roscoe et al., 2006)
  • Example I like the way you used an natural tone
    when presenting the instruction to Johnny.
    Remember to also gain his eye contact and be sure
    he is attending before presenting the
    instruction.

23
Hands-on Training
  • Shaping
  • Use most to least prompting
  • Behavior specific praise
  • Reinforcement of successive improvement in skills
  • (Shepis et al., 2001 Sarakoff Sturmey 2004)
  • Fading
  • Based on measurable, observable assessment of
    skills

24
Hands-on Training
  • Ongoing performance feedback
  • On an ongoing basis, trainers and direct
    supervisors provide feedback as necessary (and
    modeling and rehearsal, if appropriate)
  • Feedback among peers
  • On an ongoing basis, instructional staff can
    provide feedback to each other as needed
  • Demonstrated to be an effective method for
    maintaining improvements in staff teaching skills
    (Fleming Sulzer-Azaroff, 1992)
  • Feedback reciprocity multilateral feedback
    system (McClannahan Krantz, 1993)

25
Training the Trainers to Train Trainees
  • Trainers must demonstrate mastery of the teaching
    skills before training instructional staff
    (McClannahan Krantz, 1993)
  • In addition, trainers should be trained
    specifically in how to train new staff (i.e.,
    training in provision of feedback, and evaluation
    of staff performance) (Parsons Reid, 1995)
  • Follow the same model to train trainers!
  • Modeling
  • Rehearsal / Role-playing
  • Immediate feedback
  • Performance-based evaluation
  • (Parsons Reid, 1995)

26
Hands-on Trainingin Home Programs
  • Use the same model to train home based
    instructors, parents, siblings, and other
    caretakers (Krantz McClannahan, 1993)
  • Modeling
  • Rehearsal / Role-playing
  • Immediate feedback
  • Performance-based evaluation

27
Hands-on Training
  • Measuring Outcomes (McClannahan Krantz, 1993)
  • Performance-based evaluation
  • A trainer can measure trainees performance
    (using a task analysis of teaching components)
    while conducting a training session or to
    periodically evaluate maintenance of teaching
    skills (Procedural Integrity data sheet)
  • Performance data are used to determine a
    trainees mastery of teaching skills
  • Evaluate trainer performance based on trainee
    progress
  • Learner-based evaluation
  • Evaluate trainer and trainee performance based on
    student progress

28
Overview of Best Practices
29
Alpine Learning Group
  • On going training and supervision
  • Forty hour staff training
  • Continued training and supervision
  • In-services and research meetings

30
Alpine Learning Group
  • Annual employee performance evaluation
  • Data collected
  • Serves as way to assess
  • Formal training week

31
PCDI
  • Pre-service
  • In-service
  • Hands on training
  • Trainer/Trainee relationship

32
PCDI
  • Evaluation of staff
  • Identical to training protocol
  • Conducted by senior professional

33
DDDC
  • Annual staff training
  • Ongoing training
  • Service of Division of Research

34
Conclusions
  • Components of a Comprehensive Training Package

35
Conclusions Components of a Comprehensive
Training Package
  • Didactic training alone does not result in
    mastery of teaching skills
  • Hands-on training is essential in improving
    teaching skills
  • Ongoing training and feedback are necessary to
    maintain teaching skills
  • Performance-based evaluations learner-based
    evaluations allow assessment of efficacy of
    training procedures

36
References
  • Bondy, A. (1996). What parents can expect from
    public school programs. In C. Maurice, G. Green,
    and S. C. Luce (Eds.), Behavioral interventions
    for young children with autism (pp. 323-330).
    Austin, TX Pro-ed.
  • Bondy, A. Battaglini, K. (2006). Application
    of the Pyramid Approach to Education model in a
    public school setting. In J.S. Handleman S.L.
    Harris (Eds.), School-age education programs for
    children with autism (pp 163-194). Austin, TX
    Pro-ed.
  • Codding, R. S., Feinberg, A.B., Dunn, E.K.,
    Pace, G. M. (2005). Effects of immediate
    performance feedback on implementation of
    behavior support plans. Journal of Applied
    Behavior Analysis, 38, 205-219.
  • Dowey, A., Toogood, S., Hastings, R.P., Nash,
    S. (2007). Can brief workshop interventions
    change care staff understanding of challenging
    behaviors? Journal of Applied Research in
    Intellectual Disabilities, 20, 52-57.
  • Ducharme, J.M., Feldman, M.A. (1992).
    Comparison of staff training strategies to
    promote generalized teaching skills. Journal of
    Applied Behavior Analysis, 25, 165-179.
  • Fleming, R., Sulzer-Azaroff, B. (1992).
    Reciprocal peer management Improving staff
    instruction in a vocational training program.
    Journal of Applied Behavior Analysis, 25,
    611-620.
  • Gardner, J.M. (1972). Teaching behavior
    modification to nonprofessionals. Journal of
    Applied Behavior Analysis, 5, 517-21.
  • Handleman, J.S., Harris, S.L., Arnold, M.S.,
    Cohen, M., Gordon, R. (2006). The Douglass
    Development Disabilities Center. In J.S.
    Handleman S.L. Harris (Eds.), School-age
    education programs for children with autism (pp
    89-114). Austin, TX Pro-ed.
  • Lavie, T. Sturmey, P. (2002). Training staff to
    conduct a paired-stimulus preference assessment.
    Journal of Applied Behavior Analysis, 35,
    209-211.
  • Lovaas, O.I. (1996). The UCLA Young Autism Model
    of Service Delivery. In C. Maurice, G. Green, and
    S. C. Luce (Eds.), Behavioral interventions for
    young children with autism (pp. 241-250).
    Austin, TX Pro-ed.
  • Luiselli, J.K. St. Amand, C. (2005). Staff
    training in applied behavior analysis Improving
    knowledge competencies of service providers for
    people with developmental disabilities. Mental
    Health Aspects of Developmental Disabilities, 8,
    120-125.
  • Maurice, C., Green, G., Luce, S. C. (Eds.).
    (1996). Behavioral intervention for young
    children with autism. Austin, TX Pro-Ed.
  • McClannahan, L.E. Krantz, P.J. (1993). On
    systems analysis in autism intervention programs.
    Journal of Applied Behavior Analysis, 26,
    589-596.

37
References
  • McClannahan, L.E. Krantz, P.J. (2001) Behavior
    analysis and intervention for preschoolers at the
    Princeton Child Development Institute. In J.S.
    Handleman S.L. Harris (Eds.), Preschool
    education programs for children with autism (pp
    191-214). Austin, TX Pro-ed.
  • McClannahan, L.E. Krantz, P.J. (2006)
    Behavior analysis and intervention for school-age
    children at the Princeton Child Development
    Institute. In J.S. Handleman S.L. Harris
    (Eds.), School-age education programs for
    children with autism (pp 143-162). Austin, TX
    Pro-ed.
  • McGee, G.G., Morrier, M.J., Daly, T. (2001).
    The Walden Early Childhood Programs.. In J.S.
    Handleman S.L. Harris (Eds.), Preschool
    education programs for children with autism (pp
    157-190). Austin, TX Pro-ed.
  • Meyer, L.S., Taylor, B.A., Cerino, K.E., Fisher,
    J.R., Moran, L. Richard, E. (2006). Alpine
    Learning Group. In J.S. Handleman S.L. Harris
    (Eds.), School-age education programs for
    children with autism (pp 19-48). Austin, TX
    Pro-ed.
  • Moore, J.W., Edwards, R.P., Sterling-Turner,
    H.E., Riley, J., DuBard, M, McGeorge, A.
    (2002). Teacher acquisition of functional
    analysis methodology. Journal of Applied Behavior
    Analysis, 35, 73-77.
  • Neef, N.A. (1995). Research on training trainers
    in program implementation an introduction and
    future directions. Journal of Applied Behavior
    Analysis, 28, 297 299.
  • Neef, N.A., Parrish, J.M., Egel, A.L., Sloan,
    M.E. (1986). Training respite care providers for
    families with handicapped children Experimental
    analysis and validation of an instructional
    package. Journal of Applied Behavior Analysis,
    19, 109-124.
  • Parsons, M.B., Reid, D.H. (1995). Training
    residential supervisors to provide feedback for
    maintaining staff teaching skills with people who
    have severe disabilities. Journal of Applied
    Behavior Analysis, 28, 317 322.
  • Quilitch, H.R. (1975). A comparison of three
    staff-management procedures. Journal of Applied
    Behavior Analysis, 8, 59-66
  • Romanczyk, R.G., Lockshin, S.B., Matey, L.
    (2001). The Childrens Unit for Treatment and
    Evaluation. In J.S. Handleman S.L. Harris
    (Eds.), Preschool education programs for children
    with autism (pp 49-94). Austin, TX Pro-ed.

38
References
  • Romanczyk, R.G., Lockshin, S.B., Matey, L.,
    Gillis, J.M. (2006). The Childrens Unit for
    Treatment and Evaluation. In J.S. Handleman
    S.L. Harris (Eds.), School-age education programs
    for children with autism (pp 49-88). Austin, TX
    Pro-ed.
  • Roscoe, E.M., Fisher, W.W., Glover, A.C.,
    Volkert, V.M. (2006). Evaluating the relative
    effects of feedback and contingent money for
    staff training of stimulus preference
    assessments. Journal of Applied Behavior
    Analysis, 39, 63-77.
  • Sarokoff, R. Sturmey, P. (2004). The effects
    of behavioral skills training on staff
    implementation of discrete trial teaching.
    Journal of Applied Behavior Analysis, 37,
    535-538.
  • Schepis, M.M., Reid, D.H., Ownbey, J., Parsons,
    M.B. (2001). Training support staff to embed
    teaching within natural routines of young
    children with disabilities in an inclusive
    preschool. Journal of Applied Behavior Analysis,
    34, 313-327.
  • Scott, J. (1996). Recruiting, selecting, and
    training teaching assistants. In C. Maurice, G.
    Green, and S. C. Luce (Eds.), Behavioral
    interventions for young children with autism (pp.
    231-240). Austin, TX Pro-ed.
  • Sepler, H.J. Myers, S.L. (1978). The
    effectiveness of verbal instruction on teaching
    behavior-modification skills to nonprofessionals.
    Journal of Applied Behavior Analysis, 11, 198.
  • Smith, D.M. (1995). A system of program
    evaluation and the use of feedback as a means of
    improving service delivery. Behavioral
    Interventions, 10, 225-236.
  • Smith, T., Donahoe, P.A., Davis, B.J. (2001).
    The UCLA Young Autism Project. In J.S. Handleman
    S.L. Harris (Eds.), Preschool education
    programs for children with autism (pp. 29-48).
    Austin, TX Pro-ed.
  • Stein, T.J. (1975). Some ethical considerations
    of short-term workshops in the principles and
    methods of behavior modification. Journal of
    Applied Behavior Analysis, 8, 113-115.
  • Wallace, M.D., Doney, J.K., Mintz-Resudek, C.M.,
    Tarbox, R.S.F. (2004). Training educators to
    implement functional analyses. Journal of
    Applied Behavior Analysis, 37, 89-92.
Write a Comment
User Comments (0)
About PowerShow.com