Home and School Program Development

1
Home and School Program Development

• Chapter 9
• Evaluation Systems

2
Using ABA Principles within Your Organization

• Organizational charts
• Majority of positions must be held by behavior
  analysts
• Verbal behavior
• Aides/instructors trainers/supervisors
• Group contingencies
• Rewarding measurable success of trainers and
  instructors
• Rewards should be
• praise from a mentor
• invitation to discuss successful intervention
  procedure at a staff meeting
• expanded authority and job responsibilites
• invitation to participate in a new research
  project

3
Using ABA Principles within Your Organization

• Training expertise
• Direct-hands on training
• Modeling and Feedback
• Teach skills in receiving and implementing
  feedback
• Teach skills in giving positive and corrective
  feedback
• Shaping trainee performance
• Consumer Evaluation
• Survey staff members frequently
• Rating scales and written feedback
• Use as a Prompt System for making Proactive
  Program Improvements
• Use data to implement meaningful change

4
Evaluation of Staff Performance

• Everyone in the organization is evaluated
• Produce more rewards than punishers
• Result in new training plans that further enable
  staff to teach, learn, and evaluate additional
  skills
• Serve as prompt systems
• Evaluations consist of a training protocol

5
Evaluation Protocol

• On-task behavior of students
• Opportunities to Respond
• Behavior Specific Praise rate of reinforcement
• Incidental Teaching
• Programming Assessing Generalization
• Understanding Intervention Technology

6
Evaluation Protocol

• Professionalism
• Appearance, use of feedback model, neat work
  environment, concern for students, punctual,
  stays on-task, seeks opportunities to develop new
  skills, knows the programs they teach, good
  collegial relationships

7
Evaluation Protocol

• Teaching New Skills
• Gains students attention, clear instructions,
  teaches learner to initiate, smooth transitions,
  contingently uses a variety of rewards, use of
  prompts, activity schedules, motivational
  systems,

8
Evaluation Protocol

• Social Competence
• Teaches models hygiene, grooming, manners,
  facial expression, voice tone volume, greeting
  skills, independence, teaches skills rewarding to
  others, teaches tasks to criterion, teaches peer
  interaction, social initiations language,

9
Evaluation Protocol

• Relationship Building
• Smiles at students, provides age-appropriate
  physical contact, appears enthusiastic, pleasant,
  identifies novel relationship-building
  activities, makes positive statement to and about
  students, credits colleagues

10
Evaluation Protocol

• Decreases Problem Behavior
• Knows response definitions Treatment protocols,
  appropriate voice tone touch, teaching of
  incompatible behavior and use of proactive
  strategies, accurate data collection

11
Evaluation of Treatment Outcomes

• Number of students per year who successfully
  transition to general education
• Measurement of skill acquisition for
  individualized programs

12
Evaluation of Treatment Outcomes

• Graph Labels
• condition lines, sets, teaching procedures,
  explanation of inconsistent data, data gaps
• Data
• Consistently collection, criterion levels, new
  sets immediately implemented

13
Evaluation of Treatment Outcomes

• Number of programs reviewed
• Percentage of individualized programs
• Written response definition, data collection
  procedure, baseline/treatment, graph
• Percentage of programs rated effective
• Behavior change in desired direction
• Percentage of programs rated appropriate
• Treatment may continue
• Percentage of programs with current consent
• Percentage of programs with some/any
  interobserver agreement

14
Systems

• Non-departmentalized
• All trainers are evaluators
• Trainees evaluation result is the measure of a
  trainer
• In summary
• Administrative success is defined by the data on
  trainer/evaluator behavior, intervention agents
  performance treatment outcome and consumer
  satisfaction

15
References

• McClannahan, L. E. Krantz, P. J. (2004). Some
  guidelines for selecting behavioral intervention
  programs for children with autism. In H. E. Brigs
  and T. L. Rzepnicki (Eds.), Using social work
  practice Behavioral perspectives. Chicago, IL
  Lyceum.
• McClannahan, L. E. Krantz, P.J. (1993). On
  systems analysis in autism intervention programs.
   Journal of Applied Behavior Analysis, 26,
  589-596.