QASP-S Module 9 Training & Supervision PDF

Qualified Autism Services Practitioner Supervisor (QASP-S) Study Guide Module 9 – Training & Supervision Task Definition- Example Behavior Skills...

Qualified Autism Services Practitioner Supervisor (QASP-S) Study Guide Module 9 – Training & Supervision Task Definition- Example Behavior Skills Behavior Skills Training (BST) is a teaching package consisting of a Training (BST) combination of methods, when used together these methods create an effective technique for teaching individuals BST has been used to teach children, adults, and individuals with developmental disabilities a wide variety of important skills. It has also been used to teach staff and parents how to work with children and individuals with developmental disabilities. The BST Instructions: can either be written or verbal - the trainer to give the trainee an training package explanation of how to complete the skill or behavior to be taught. Make sure that your instructions and description of the skill for your Instructions supervisees are clear and concise It is also important to give a rationale for the skill “why you are teaching it” The BST Modeling: the skill is demonstrated training package SHOW the person what to do. It is important to model the skill with the actual student in the actual Modeling environment (or the closest approximation possible). Practice to fluency before modeling the skill. Visual supports and video modeling can support this step further. 1 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  The BST Rehearsal: the trainee is given the opportunity to practice the skill training package Skill acquisition requires that instruction provides the learner to practice with supervision. Rehearsal Practice new behaviors in role-play, then the actual situation to ensure not only mastery, but also fluency. The BST training package Feedback: After the trainee has practiced the skill they are given feedback on correct completion of the skill or how to attain correct completion of the skill Feedback can sometimes be skipped due to time constraints BUT this step is Feedback critical in improving skill sets. Immediately correct mistakes while the person can still change it. Positive praise statements are used before corrective feedback. Treatment and Treatment integrity is the extent to which procedures are implemented in a manner Program consistent with their prescribed protocols Integrity Treatment and Treatment = Independent Variable (IV) integrity is the degree to which an Program intervention is implemented as described/designated. Integrity This is often called treatment integrity or procedural fidelity Low treatment integrity makes it very difficult to confidently interpret experimental results Treatment drift o Inconsistencies among therapists can influence data o Procedural drift over time may change behavior in the absence of a planned change in the IV 2 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  Reducing 1.Precise Operational Definition Procedural 2.Simplify, Standardize, and Automate Integrity 3.Training and Practice Threats 4.Assess Treatment Integrity 1- Precise A high level of treatment integrity requires a complete, precise operational Operational definition of treatment procedures Definition Define the IV in 4 dimensions: verbal, physical, spatial, and temporal Make definitions clear, concise, unambiguous, & objective 2- Simplify, Simple, precise treatments are more likely to be consistently delivered Standardize, Simple, easy-to-implement techniques are more likely to be used by and practitioners and socially validated Automate 3- Training and Train or provide practice for individual who will conduct the experimental Practice sessions could provide a detailed script, verbal instructions, modeling, & performance feedback 4- Assess Collect treatment integrity data to measure how the actual implementation of Treatment the conditions matches the written methods Integrity IOA vs NOTE: This is different from IOA (an index of data accuracy) Treatment IOA checks measure your measurement system Integrity Treatment integrity checks measure your IV delivery system 3 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  Evidence Based 1. Identify desired consumer outcomes - outcome management (goals, behavior Supervision objectives, socially valid) primary mission 2. Specify what staff must do to assist consumer in attaining - areas of direct impact, specify areas that impede outcome 3. Train staff in skills needed for step 2 - performance (in training) and competency (observe skills on the job) based - fidelity and fluency 4. Monitor staff performance - data collection, systematic, objective 5. Support proficient staff performance - actively respond antecedents/consequences 6. Correct nonproficient (why not proficient? lack skills? lack motivation?) 7. Continuously evaluate staff performance and consumer outcome - monitor self (treatment drift) Types of Specific purpose of observation using procedures – monitoring provide active support or corrective action prepared tool for observation Formal Data obtained can be useful support or correct staff performance - need to use data or don't even do needs to serve a purpose monitoring must be focused on specific areas of performance Types of at any time, no prepared tool monitoring Quick Informal non-scheduled purpose is to assess and support/correct (intervene immediately if a problem) 4 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  When to Monitor as often as needed to obtain adequate sample of performance of monitor concern formally? Recently trained staff more frequently When supervision just taken corrective action, or concerns not performing proficiently Monitor more often areas that are directly related to client outcome Observer reactivity refers to changes in behavior that occur as a result of being observed or aware of being monitored. It can influence the accuracy or Observer naturalness of observed behavior Reactivity Observer Reactivity may result in errors due to the awareness of others evaluating their data. The behavior of the observer may be influenced by the knowledge that others are evaluating the data, or anticipating the other observer will record the behavior in a certain way may change their own data collection. Monitoring unobtrusively, on unpredictable schedules may help to reduce this. Keeping multiple observers separated by distance, or in different areas may also reduce the likelihood of the others presence influencing data collection. Reactivity- frequent monitoring being quickly reduce through: conduct unexpected return visits unpredictable schedule (acceptance increases when staff knows beforehand formal monitoring will occur) 5 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  Overt vs covert covert often becomes overt and reduces staff acceptance/respect monitoring Only when there is evidence staff is doing something highly unacceptable (sleeping on job, stealing) Behavioral Behavioral performance evaluation (BPE) is a technique from the field of Performance performance management used to train new skills. Evaluation The expectation is that when a training participant evaluates another person’s performance in the task, their own performance will improve. Performance- Refers to what the trainer and trainees do based Example: actively perform the specific responses being trained Competency- Refers to the practice of continuing training until trainees competently demonstrate based the skills of concern Example: meet established mastery criteria Parental Behavior analysts must: collaboration Involve the client in the planning of and consent for behavior-change programs Use language that is fully understandable to the recipients of those services. Interpersonal interactions that are experienced as directive, impersonal, and lacking in compassion are unlikely to lead to continued services, empowered families, or positive experiences with ABA. Effective Deliver as frequently and as immediately as possible, feedback especially in the beginning 4:1 ratio 6 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  Effective 1. praise for correct behavior feedback 2. a description of the behaviors performed incorrectly requires several 3. a rationale for changing incorrect performance components 4. instructions for correct performance including 5. a demonstration of correct performance 6. an opportunity to practice 7. an opportunity for the staff to ask questions In order to best engage learners, it is important that feedback is delivered at a rate consistent with their needs and expectations. Timing Bacotti et al. (2021) asked learners of a computerized task when they would like Feedback feedback, with three options: After each step After every trial At the end of the session The outcome of the study showed that, for many participants, feedback preference switched from immediate to at the end of the session as the skill was acquired. More immediate feedback was desired with novel tasks Asking learners about their feedback preferences, or informing them of what to expect with regard to feedback, is a useful consideration for training. 7 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  Giving Steps Corrective Provide an empathic statement - think about their context Feedback Describe ineffective performance Provide a rationale for desired change in performance Provide instructions and demonstrations for how to improve designated performance Provide opportunities to practice the desired performance Provide immediate descriptive feedback 1. Be specific: It is not sufficient to say that the performer did well, or did poorly. For feedback to be effective, it must be specific and concrete, with pinpointed behavior. 2. Under the performer’s control: Make sure that the performance is actually something under the performers control. 3. Immediacy Characteristics The closer the feedback is to the performance, the more effective it will be. of In a Discrete Trial Teaching (DTT) scenario, this might look like immediate feedback, Effective within seconds. It could also be after a observation period, within an hour or so. Feedback 4. Individualized Feedback Feedback always works best when it’s individualized. Sometimes it’s necessary to give feedback to a group of people instead of individually. When this is the case, it’s a good idea to embed positive reinforcement opportunities into the feedback. 5- Self-monitoring When feedback is given immediately, it allows the performer to adjust their behavior real time. 8 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  There is no quicker way to do this then through self-monitoring. 6- Focus on improvement Traditional feedback often has a negative connotation because it has been paired “poor performance.” The behavior analytic perspective is to make feedback positive, and to focus on active, pinpointed behaviors or results. 6- Focus on improvement The Dead-Man’s test applies to feedback as well. If we were to give feedback on number of mistakes made per unit of time, we would be subject to all the problems associated with failing the Dead-Man’s test. Instead of Characteristics number of mistakes, focus on percent accurate. of 7- Easy to use and graphed Effective Feedback is not effective if its complicated and if the person whose behavior we are Feedback trying to change doesn’t know how to correct their performance. Make sure when you are delivering feedback that it’s easy to use and understand. 8- Antecedent to reinforcement In many companies, when the boss needs to give feedback, it usually means you’re in trouble. 9- Delivered by the supervisor: If feedback is not delivered through self-monitoring, it should be delivered by the supervisor. There are several reasons for this. If the supervisor creates the graphs and delivers the feedback, they will be much more likely to know how their employees are doing. 9 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  Elements of -A damaged supervisory relationship Poor -Persistent interpersonal and professional issues of the supervisee. Supervision Elements of 1- Disorganization and poor time management Poor 2- Persistent Professionalism and Interpersonal Problems. Supervision 3- Difficulty accepting/ applying feedback. Potential 1- Inadequate client wellbeing, progress, and outcomes Outcomes of 2- Poor performing supervisees with limited or non-generalizable repertoires. Poor 3- Supervisors who do not become effective supervisors themselves Supervision 4- Obvious egregious and unethical acts. 5- Loss of Motivation for the Job. Identify the need Cultural competence is a skill most professionals are aware they should have, but one for cultural for which few professionals have received actual training. values awareness Ethics Codes 1.07 Cultural Responsiveness and Diversity Related to 4.07 Incorporating and addressing diversity. Diversity Culturally Cultural responsiveness involves recognizing and respecting the unique cultural Responsive? background of clients and understanding their experiences. It means appreciating and valuing the rich diversity that exists within society and understanding how cultural influences can shape behavior. Why Cultural 1- it allows for a better understanding of the individual's behavior within their responsiveness is cultural context 10 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA  important in 2- Every culture has its own set of norms, values, and beliefs, which can ABA?? significantly impact how individuals behave and respond to interventions 3- By being culturally responsive, behavior analysts can consider these factors when designing interventions, leading to more effective outcomes. 4- cultural responsiveness promotes a sense of trust and rapport between the clinician and the learner. 5- Reduces Inequities Pre-Existing in ABA and Breaks Down Barriers. The - The ADDRESSING model represents a framework for enhancing awareness of ADDRESSING individual differences and identities, Model - It helps behavior analysts to examine and consider these learning histories when providing ABA therapy. Cultural Cultural humility requires practitioners to approach their work with an open mind Humility and a willingness to learn from others. It involves recognizing that we all have biases and limitations in our understanding of different cultures and must continually strive to expand our knowledge and awareness. All the best From ABA Experts 11 2024 All Rights Reserved to Wael Al Awabdah BCBA, IBA & Rouba Samoul, BCaBA, QBA, IBA