Training direct-care staff to implement differential reinforcement of alternative behavior protocols using a distance learning training package

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2021

First Committee Member

Karsina, Allen

Second Committee Member

Bourret, Jason

Third Committee Member

Henley, Amy

Abstract

"In order for treatment protocols to be effective, staff must be trained to implement them accurately (Vollmer et al., 1999). Previous research has demonstrated that behavioral skills training (BST; Parsons et al., 2012) and distance learning (Barkaia et al., 2017) are effective methods for training staff to implement behavior analytic interventions. The purpose of this study was to examine the effectiveness of a distance learning training package incorporating the elements of BST in training five direct care staff to implement differential reinforcement of alternative behavior (DRA) protocols. Participants were all employed at a residential school for individuals with autism and other developmental disabilities. All sessions were conducted through Zoom® in a single sitting with each participant. During baseline sessions the participant was given a DRA protocol with written instructions and asked to do their best implementing the protocol with the experimenter playing the role of the student. Baseline sessions were brief (approximately 3 min each) and three different protocols were used across the sessions. Following baseline, a self-guided study packet was provided to the participants that included a PowerPoint, a recorded presentation, video models, and sample protocols. The video models demonstrated DRA protocols across different types of prompts and across three different conditions: attention, escape from demands, and access to tangibles. The experimenter gave the participant time to review the materials and watched the recorded presentation with the participants. The participants were then offered the opportunity to practice the protocols with the experimenter. Finally, training post-tests were conducted in the same manner as baseline sessions. A non-concurrent multiple baseline design across participants was used. Two of the participants met mastery criteria in baseline sessions; results show that the training package was effective for the remaining three participants. This study contributes to previous findings which support the effectiveness of training staff remotely."

This document is available upon request to Western New England University faculty, students, and staff. Please contact D'Amour Library at for access.

Share

COinS