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Exploring Issues of Generalization and Maintenance in Training Instructional Aides in a Public School Setting

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Abstract

In today’s climate, with the ever-increasing demand for competent behavior analytic services, it is necessary for behavior analysts to work across a variety of settings, including home, school, and community, overseeing instructional aide staff as the frontline providers of applied behavior analysis (ABA) services. It is common practice for ABA practitioners to provide the supervision and training to parents, caregivers, and direct-care staff, who may have limited knowledge and experience within the field of ABA. In 2013, the Behavior Analysis Certification Board (BACB®) initiated an effort to establish standards for the training of instructional aides and direct-care staff in the delivery of instructional and treatment services based on the principles of ABA. This new standard and credential is known as a Registered Behavior Technician™ (RBT®). The purpose of this study was to evaluate the training process outlined by the BACB, focusing specifically on the generalizability and long-term maintenance of newly acquired skills taught through a competency-based approach, to novel opportunities for implementation. Training was conducted through two methods: in vivo training with clients versus role-play with peers. Both these types of staff training approaches are commonly used instructional practices in the field of ABA.

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Authors and Affiliations

  1. Endicott College, 376 Hale Street, Beverly, MA, 01915, USA

    Solandy Forte, Michael F. Dorsey & Mary Jane Weiss

  2. Center for Children with Special Needs, 2300 Main Street, Glastonbury, CT, 06033, USA

    Solandy Forte, Mark J. Palmieri & Michael D. Powers

Authors
  1. Solandy Forte
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  2. Michael F. Dorsey
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  3. Mary Jane Weiss
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  4. Mark J. Palmieri
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  5. Michael D. Powers
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Correspondence to Solandy Forte.

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The authors declare that they have no conflict of interest.

Ethical Standard

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. The study was reviewed and approved by an approved University Institutional Review Board (Title 45 Code of Federal Regulations Part 46).

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Informed consent was obtained from all individual participants included in the study.

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Forte, S., Dorsey, M.F., Weiss, M.J. et al. Exploring Issues of Generalization and Maintenance in Training Instructional Aides in a Public School Setting. J Behav Educ 27, 435–460 (2018). https://doi.org/10.1007/s10864-018-9304-0

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  • DOI: https://doi.org/10.1007/s10864-018-9304-0

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