Parsons

Evidence-Based Staff Training Overview

  • Behavior analysts often train support staff in implementing intervention plans for challenging behavior and general behavior analysis principles (Macurik et al., 2008; Catania et al., 2009).

  • Effective training of staff is crucial to making a large-scale impact on consumers (Frazier, 1972).

  • Traditional didactic training methods (lectures, presentations) have proven ineffective for skill acquisition (Gardner, 1972; Alavosius & Sulzer-Azaroff, 1990).

Goals of Training

  • The primary goal is to improve performance skills rather than just enhancing knowledge (Parsons & Reid, 2012).

  • Emphasis on practical skills that staff can execute effectively in their roles.

Evidence-Based Protocol for Staff Training

Key Concepts

  • Performance-based training: Involves active performance of the skills during training.

  • Competency-based training: Continuing to train until trainees demonstrate competency in the target skills (Reid et al., 2003).

Components of Behavioral Skills Training (BST)

  1. Describe the Target Skill: Provide rationale and behavioral definitions of the skill (Willner et al., 1977).

    • Tools like performance checklists are useful for this step (Lattimore et al., 1984).

  2. Provide a Written Description: Offer a succinct summary of behavior requirements (Macurik et al., 2008).

    • Avoid overly complicated documents that staff may not refer back to.

  3. Demonstrate the Target Skill: Use modeling to showcase the skill, preferably through role play or video (Adams et al., 1980).

  4. Require Practice of the Target Skill: Trainees rehearse the skill through role play to reinforce learning (Adams et al., 1980).

  5. Provide Feedback During Practice: Trainers observe and offer supportive and corrective feedback (Parsons & Reid, 1995).

  6. Repeat Steps 4 and 5 to Mastery: Continue practice and feedback until trainees demonstrate competency (Neef et al., 1991).

On-the-Job Training

  • After group training, on-the-job training provides opportunities to apply learned skills in real situations (Clark et al., 2004).

  • Trainers observe trainees in their work environment and continue feedback until skills are utilized correctly in routine tasks.

Case Demonstration

  • Training involved two skill sets: Most-to-least prompting and manual signs.

  • Participants included teachers and a teacher’s assistant in an educational program for adults with severe disabilities.

  • Research showed notable increases in both prompting and manual signing performance after BST application.

Results and Effectiveness of Training

  • Skill competencies improved significantly from baseline to post-training assessments (e.g., ML prompting from 50% to 92%).

  • Acceptability feedback from participants indicated high satisfaction with the training, affirming its usefulness and practicality.

Practical Considerations for Implementation

  • Effectiveness: Staff training relying on verbal presentations is often ineffective (Casey & McWilliam, 2011).

  • Efficiency: BST requires more time investment but results in better job performance.

  • Acceptance: Programs must be acceptable to staff to avoid discontinuation (Wolf et al., 1995).

Conclusion

  • Evidence-based training uniquely positions behavior analysts to empower staff in their capabilities, enhancing service delivery to individuals with disabilities.

  • While effectiveness is encouraged, optimizing time efficiency and ensuring staff acceptance remain vital for the longevity of training programs.