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verified elite notetaker
verified elite notetaker
ANTH 2030 005
verified elite notetaker
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This 6 page Class Notes was uploaded by Bridget Notetaker on Tuesday January 12, 2016. The Class Notes belongs to a course at Ball State University taught by a professor in Fall. Since its upload, it has received 181 views.
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Date Created: 01/12/16
1. Training Project This is a multicomponent project that involves the development of training materials and a training manual for your staff . Assume that you are in charge in your workplace. It can be any setting (real or imagined). You hire staff in to your place of business at several different points of each year. In addition, you often have professionals other than yourself conduct these trainings. You want to standardize your trainings to ensure that all of your staff receives sufficient training. Throughout this project, it will be very important to keep in mind that this is training for your staff and is not intervention planning for a specific client/learner. This semester your training project will involve errorless learning and functional communication training. You will work on this project in pieces throughout the semester in Blackboard (See your Group Wiki). However, you will want to closely attend to all required components on your own because some components of this project may not be fully covered with your classmates through the Wikis). Use this document in conjunction with the Training Project Checklist. Part I: Foundational Training Component 1: Introduction to Topic (approximately 47 pages) All of the following items must be included in this section or a score of zero can be given. Identify the purpose of the document itself. o Narrative describing why a training manual is necessary (remember, this manual is for the trainer. All of the support documents are for the trainees but this manual is written for the trainer (who should be credentialed but may not have recently reviewed these materials). o Narrative describing how the manual should be used o Identifying qualifications of individuals providing training This should include credentials, availability, previous experience with treatment, etc. o Training objectives (what they should learn in objective and measurable terms) Introduction of interventions This should include a review of the literature that includes the following: o Reference to at least 3 databased articles on each intervention (reviews or tutorials can be included but do not meet this criterion) o An overview of the evidence supporting each intervention o An overview of the limitations of each intervention based on your review (e.g., the articles were successful in X, but the interventions may be cumbersome in a truly applied setting, or generalization data were not collected) o The populations to which the treatments have been applied 1 Your staff cannot consist exclusively of behavior analyst for this project. It must include at least a portion of individuals whose primary exposure to behavior analysis has been derived from their work with you. o An overview of the evidence of generality o Practical applications (this should lead nicely into the rest of your manual) Similarities/Differences among the interventions This should include a brief discussion of the following: o How are these treatments similar & dissimilar? Goals Mechanism Procedurally o How would you select one treatment over another? o Can you combine these two treatments into one protocol? Why would you do this (or not do this)? If you were integrate them into one multi component approach, explain when/how you would do this? Vocabulary This should include a list of vocabulary words associated with both treatments along with definitions of these vocabulary words o Definitions should be stated first in the typical technical jargon, and then in a form that you would use with a layperson. This list should be comprehensive. Any technical term you use in the document should appear here. Resources List all resources that are required for this training (e.g., Power Point, projector, handouts, snacks, video links, etc.) Component 2: Identify your Audience/Setting You should address the majority of the following questions when developing this section: What is the range of degrees held by staff? Are they studying for advanced degrees? How many years of experience do they have (and range across staff)? How many years of experience with the intended client population (some people could have 20 years experience but only 6 months with this client population? What is their history with this intervention? similar interventions? What is their primary language (in many parts of the country, staffing in some setting occurs primarily with ELL staff)? Have there been problems with absenteeism? morale? time on task (when client present and when they are not)? quality of client care? treatment fidelity? Have there been any allegations about inappropriate behavior in the workplace? Do they have management experience? Have they been involved in pyramidal training? Are they unionized (this could impact the format of training due to hours available)? What training formats are they used to? Have they had problems with training in the past (are the problems with knowledge acquisition or procedural application)? You should describe the setting in which training will occur. Note: Your target audience should reflect direct care staff as described in the Reid & Parsons series. Component 3: Describe your training methods Provide a description of at least five training methods (one of them must be PSI) that are included in the training. Be sure to provide multiple exemplars in your teaching methods (do not repeat the same example across all training materials). In addition to PSI, you can include but are not limited to: o PowerPoint, Prezzi, or similar presentation (attach presentation separately). A script should be included in the notes section of these presentations. Note: We do this in the course of the Wiki work. o Video – include links to the videos you are using. If you create the video yourself, you can upload into Blackboard but may experience difficulties. It may be easier to post a video to YouTube and provide a link. Do not video yourself with any client, as this would violate confidentiality. You can make that video private and only available to your instructor if you would like. If you can find a good video online, you are welcome to include that link. Be sure to explain how you will use the video (e.g., as an example of what is right, an example of an error). o Roleplaying – include a thorough description of the activity, the problems that are likely to emerge, and the most common strategies the trainer will have to employ in guiding staff through this activity. You should reference how the trainer will know an error has been made when roleplaying. Explain exactly how the trainer should handle this. Also, identify if other people will be providing input about roleplay activities (and their credentials/training/experience). This can be included in an appendix if it improves the flow of the document o Coaching/Feedback – describe your strategy for providing coaching and feedback in the natural setting. This should include a description of the schedule for observation, communication with staff about the goals of coaching/feedback, examples of frequently provided feedback, and strategies for managing staff who do not quickly acquire/use skill in natural context. Tie this directly to the treatment fidelity checklist. o Modeling – include a step by step description of the skills you will be modeling along with how this can be adapted for a staff member with a disability. o Personalized System of Instruction – develop PSI modules that can be selfpaced for both procedures covered in the manual. In addition, you should have a PSI module that covers how these procedures will be combined (if you recommend combining these). Describe if they occur during a formal training activity or if they are used before/after group activity. Note: You will do some of this in your Wiki work. Explain why your training methods are appropriate to your target audience. You can provide general information (e.g., there is evidence this training method works), but you must also provide specific feedback (e.g., PSI is appropriate for this audience because…). Component 4: Treatment Training Provide a training outline for the trainer. This should include a detailed explanation of: o The order in which training activities should be delivered o Recommended statements guiding the training process o Encouraging statements for staff who are participating and successful performance. o The training outline should include training that occurs before, during, and after a group training activity (as appropriate to your training methods). o Note: This should be a highly detailed outline. Part II of Training: Selecting & Adapting treatments based on clientcentered or contextual variables Component 5: Throughout this course, you will read several articles involving selecting interventions and arranging the environment based on your clientcentered responsibilities (See section J in the BACB 4 Edition task list). Many behavior analysts and other human service staff do not consider these variables that can make the difference between a highly successful intervention and one that produces no change – even when the ‘same’ treatment is being used. For example, when developing an intervention for an adult who is learning employmentrelated skills and is experiencing an intervention involving modeling and shaping, have you considered: their capacity to use technology? The supports that are available in the workplace? The extent to which these supports are consistently available (e.g., one person is great with them but comes in only twice per week), the consistency of the demand for this skill? The settings in which the skill must be demonstrated (and the extent to which there are different distractors across settings)? Simply identifying a treatment that should work is often not enough. You need to be very familiar with client and contextual variables to maximize outcomes with clients. You will often train staff that needs to consider these variables as well. Most often, you will select the training method but human service staff will need to adapt these based on contextual and client variables. You should not assume this is easy or will happen automatically (or in a manner that produces favorable outcomes). In this section, you show how you will train staff who how to select the treatment method and develop adaptations. This component is designed to help you consider how you will train staff to select and adapt the specific treatments we cover in the Wikis this semester based on contextual variables. Specify how you will train staff to adapt treatments based on clientcentered or contextual variables. Be sure to include all of the items below. Make certain you tie the decisions directly to the training methods we are covering this term. o Select intervention based on client current repertoire o Select intervention based on client preferences o Select intervention based on supporting environment (and environmental constraint) o Select intervention strategies based on resource constraint For each of these domain, provide specific examples of why you would select or how you would adapt the procedures that are the focus of this training manual. Recommended readings for this section Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidencebased practice: A critical review of studies from a systemscontextual perspective. Clinical Psychology: Science and Practice, 17, 130. Detrich, R. (1999). Increasing treatment fidelity by matching interventions to contextual variables within the educational setting. School Psychology Review, 28, 608620. Durlak, J. A. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327350. Haring, T. G., & Kennedy, C. H. (1990). Contextual control of problem behavior in students with severe disabilities. Journal of Applied Behavior Analysis, 23, 235 243. Lang, Russel, Sigafoos, J., Lancioni, G., Didden, R., & Rispoli, M. (2010). Influence of assessment setting on the results of functional analyses of problem behavior. Journal of Applied Behavior Analysis, 43, 565567. Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2008). Generative learning: Principles and implications for making meaning. In J. M. Spector, M. D. Merrill, J. V. Merrienboer, & M. rd Driscoll (Eds.), Handbook of research on communication and technology (3 ed.) New York, NY: Lawrence Erlbaum Associates. Schlichenmeyer, K. J., Roscoe, E. M., Rooker, G. W., Wheeler, E. E., & Dube, W. V. (2013). Idiosyncratic variables that affect functional analysis outcomes: A review (20012010). Journal of Applied Behavior Analysis, 46, 339348. You should also draw on readings you have completed for other courses including materials regarding preference assessment. Part III of Training: Acceptability, Fidelity, & ABA Guidelines Component 6: Acceptability, Treatment Fidelity, and ABA Guidelines Acceptability – o Describe how training was developed so that it would be acceptable to staff. Make reference to the unique characteristics of your staff in this section. o Explain how you will assess acceptability of the training to staff during/after group training. Treatment fidelity – Include a treatment fidelity checklist for you interventions. Be sure to explain how treatment fidelity will be calculated. This document should be described in your training sections. ABA Guidelines Include ABA Guidelines for each of your interventions (description of ABA Guidelines presented in Group Task section earlier in semester). Other relevant considerations Formatting issues. Single space the document but doublespace between paragraphs/sections. This document should be singlespaced with at least 12point font and 1” margins. Use APA style for references. A score of zero will be assigned to any document that has been plagiarized (in part or in whole). There will not be a second change to revise any document that has been plagiarized in any way. Please note that simply copying the structure of someone else’s document (e.g., article or classmates work) is considered a form of plagiarism. I will refer cases of plagiarism to the university for dismissal. This document is not scored based on page length. I would expect this document to be 2535 pages in length. If your document will be substantially shorter or longer than this page length, please contact your instructor at least two weeks before final project is due. Run a spelling and grammar check before submitting your document, and proofread as a safeguard. As per the syllabus, up to 30% can be taken off of your assignment for formatting, spelling, and grammatical errors. These types of errors can undermine your credibility as a supervisor and models inappropriate workplace behaviors for your staff. Effective ways of avoiding these types of errors are (a) run a spell and grammar check on your document, and (b) exchange with a classmate you meet on the discussion board. There are often words that are spelled incorrectly given the usage of the word but it is technically spelled correctly and spell check will not catch these. By exchanging your document with another classmate, you get more opportunities to see how another manual was created and you are most likely to catch this kind of error.
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