Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting

Denne, Louise D.; Thomas, Esther; Hastings, Richard P.; Hughes, J. Carl

doi:10.1016/j.rasd.2015.08.008

Cited by 10 publications

(14 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A total of 71% ( n = 20) of studies included an initial training period. Initial training has been recognised as a key component in achieving procedural fidelity in behaviour analytic practice (Denne et al 2015 ; Symes et al 2006 ). Researchers have translated proven face–face training techniques onto a telehealth platform, such as modelling of procedures, practice using role play and tests of knowledge (Fetherstone and Sturmey 2014 ; Miltenberger 2004 ).…”

Section: Discussionmentioning

confidence: 99%

Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review

Ferguson

Craig

Dounavi

2018

J Autism Dev Disord

210

182

View full text Add to dashboard Cite

Interventions based on applied behaviour analysis are considered evidence based practice for autism spectrum disorders. Due to the shortage of highly qualified professionals required for their delivery, innovative models should be explored, such as telehealth. Telehealth utilises technology for remote training and supervision. The purpose of our study was to systematically review the literature researching telehealth and ABA. We analysed intervention characteristics, outcomes and research quality in 28 studies and identified gaps. Intervention characteristics were: (1) research design (2) participants (3) technology (4) dependent variables (5) aims. Outcomes were favourable with all studies reporting improvements in at least one variable. Quality ratings were significantly low. Implications for future research and practice are discussed in light of identified methodological downfalls.

show abstract

Section: Discussionmentioning

confidence: 99%

Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review

Ferguson

Craig

Dounavi

2018

J Autism Dev Disord

210

182

View full text Add to dashboard Cite

show abstract

“…As discussed previously by Denne et al (2015), the YMQI focuses on the detail competence needed to perform EIBI in daily teaching, which might be deemed a narrow means of assessing quality. EIBI competence involves other aspects, such as cooperation with colleagues and parents, organizational skills, and preference assessments and collection of the child's learning rate.…”

Section: Discussionmentioning

confidence: 99%

“…EIBI competence involves other aspects, such as cooperation with colleagues and parents, organizational skills, and preference assessments and collection of the child's learning rate. The lack of correlation between YMQI and other instruments in Denne et al (2015) might imply that the YMQI measures a specified technical aspect of EIBI quality rather than its totality. Some items, such as "suitable task difficulty" and "teaching embedded in naturalistic activities," may reflect the supervisor competence in programming rather than the trainer skills indicating the importance of a broader quality assessment.…”

Section: Discussionmentioning

confidence: 99%

“…Future research should also include descriptions of programs and guidelines used, as well as key material and data sheets. The broader YSQA involves live observations and assessments of other aspects not captured by the YMQI only, and in quality assurance in clinical settings, it is advisable to complement the YMQI with these measures or other instruments like the one used in the study by Denne et al (2015). Moreover, to be able to fully judge the validity of the YMQI, future research need to address its prognostic validity using longitudinal designs, that is to investigate to which extent the quality of EIBI is a predictor of treatment outcome.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Cross-Cultural Validation of the York Measure of Quality of Intensive Behavioral Intervention

et al. 2017

View full text Add to dashboard Cite

Early intensive behavioral intervention (EIBI) is widely applied in young children with autism spectrum disorder. Little research has addressed the significance of adherence to EIBI practices for treatment outcomes. The York Measure of Quality of Intensive Behavioral Intervention (YMQI) was designed to assess EIBI quality delivery in Ontario, Canada. The objective of this study was to examine the cross-cultural validity of the YMQI in a clinical Swedish community sample of 30 boys and four girls with autism aged 2.5 to 6 years. Internal consistency was alpha = .87 for the full scale YMQI. Interrater reliability among three raters on 97 video-recorded therapy sequences was .71 (intraclass correlation coefficient [ICC]), and intrarater reliability of two raters re-scoring 15 sequences after 6 months was ICC = .87. The convergent validity of the YMQI with EIBI expert ratings was r = .49. Findings endorse the psychometric properties of the YMQI and its usability outside of Anglo-Saxon countries.

show abstract

“…Each item answered correctly is scored as a '1'; the maximum score on the measure is 20. The construct validity of this measure was tested and found to be adequate (Denne et al 2015).…”

Section: Outcome Measuresmentioning

confidence: 99%

The impact of behavioural skills training on the knowledge, skills and well‐being of front line staff in the intellectual disability sector: a clustered randomised control trial

Gormley

Healy

O’Sullivan

et al. 2019

J intellect Disabil Res

View full text Add to dashboard Cite

Background Staff with varying backgrounds and educational qualifications can be effectively trained to implement procedures in line with evidence‐based practice. Behavioural skills training (BST) is a competency‐based training model used to effectively educate a broad selection of professionals, including front line staff, in a range of work‐related skills. However, BST has yet to be evaluated in a large group‐based experiment. Methods This study involved a parallel cluster randomised control trial. Six service sites, with a total of 54 participants, were randomised to the intervention condition using the ‘coin toss’ method. The intervention condition used BST to coach intellectual disability staff in reinforcement, systematic prompting, functional communication training and task analysis. Six service sites, with a total of 50 participants, were also randomised to a control condition in which generalised training in behavioural interventions was restricted. Recruited service sites were randomly assigned to the intervention condition (N = 6, n = 54) or the control condition (N = 6, n = 50) at one point in time, immediately after recruitment and before baseline testing took place. Allocations were stratified by service type (residential or day) and geographical region. One member of the research team allocated service sites using the ‘coin toss’ method, and another member, blind to the allocations, decided which experimental arm would receive the intervention and which would be designated as control. It was not possible to mask the intervention from participants, but they were recruited prior to randomisation. Results Participants in the intervention condition demonstrated statistically significant improvements in their knowledge scores over the study period. Participants in the control condition showed no change or a statistically significant decrease in their knowledge scores. No statistically significant changes to well‐being were observed for either group. There was clear evidence of knowledge maintenance, as well as skill acquisition and subsequent generalisation to the workplace environment, among participants in the intervention condition. Participants also evaluated the BST intervention positively. Conclusions Results support BST as a method for disseminating evidence‐based practice to front line staff working with adults with intellectual and developmental disabilities.

show abstract

Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting

Cited by 10 publications

References 27 publications

Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review

Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review

Cross-Cultural Validation of the York Measure of Quality of Intensive Behavioral Intervention

The impact of behavioural skills training on the knowledge, skills and well‐being of front line staff in the intellectual disability sector: a clustered randomised control trial

Contact Info

Product

Resources

About