Qualified Autism Services Practitioner Supervisor

Qualified Autism Services Practitioner Supervisor (QASP-S) Study Guide Module 9 – Training & Supervision Task Definition- Example Behavior Skills Training (BST) • Behavior Skills Training (BST) is a teaching package consisting of a combination of methods, when used together these methods create an effective technique for teaching individuals • BST has been used to teach children, adults, and individuals with developmental disabilities a wide variety of important skills. • It has also been used to teach staff and parents how to work with children and individuals with developmental disabilities. • Instructions: can either be written or verbal - the trainer to give the trainee an explanation of how to complete the skill or behavior to be taught. • Make sure that your instructions and description of the skill for your supervisees are clear and concise • It is also important to give a rationale for the skill “why you are teaching it” • Modeling: the skill is demonstrated • SHOW the person what to do. • It is important to model the skill with the actual student in the actual environment (or the closest approximation possible). • Practice to fluency before modeling the skill. • Visual supports and video modeling can support this step further. The BST training package Instructions The BST training package Modeling The BST training package Rehearsal The BST training package Feedback Treatment and Program Integrity Treatment and Program Integrity Treatment drift • Rehearsal: the trainee is given the opportunity to practice the skill • Skill acquisition requires that instruction provides the learner to practice with supervision. • Practice new behaviors in role-play, then the actual situation to ensure not only mastery, but also fluency. • Feedback: After the trainee has practiced the skill they are given feedback on correct completion of the skill or how to attain correct completion of the skill • Feedback can sometimes be skipped due to time constraints BUT this step is critical in improving skill sets. • Immediately correct mistakes while the person can still change it. • Positive praise statements are used before corrective feedback. Treatment integrity is the extent to which procedures are implemented in a manner consistent with their prescribed protocols • Treatment = Independent Variable (IV) integrity is the degree to which an intervention is implemented as described/designated. • This is often called treatment integrity or procedural fidelity • Low treatment integrity makes it very difficult to confidently interpret experimental results o Inconsistencies among therapists can influence data o Procedural drift over time may change behavior in the absence of a planned change in the IV Reducing Procedural Integrity Threats 1- Precise Operational Definition 1. 2. 3. 4. • Precise Operational Definition Simplify, Standardize, and Automate Training and Practice Assess Treatment Integrity A high level of treatment integrity requires a complete, precise operational definition of treatment procedures • Define the IV in 4 dimensions: verbal, physical, spatial, and temporal • Make definitions clear, concise, unambiguous, & objective 2- Simplify, Standardize, and Automate 3- Training and Practice • Simple, precise treatments are more likely to be consistently delivered • Simple, easy-to-implement techniques are more likely to be used by practitioners and socially validated 4- Assess Treatment Integrity IOA vs Treatment Integrity • Collect treatment integrity data to measure how the actual implementation of the conditions matches the written methods • Train or provide practice for individual who will conduct the experimental sessions could provide a detailed script, verbal instructions, modeling, & performance feedback NOTE: This is different from IOA (an index of data accuracy) • IOA checks measure your measurement system • Treatment integrity checks measure your IV delivery system Evidence Based Supervision Types of monitoring Formal Types of monitoring Informal 1. Identify desired consumer outcomes - outcome management (goals, behavior objectives, socially valid) primary mission 2. Specify what staff must do to assist consumer in attaining - areas of direct impact, specify areas that impede outcome 3. Train staff in skills needed for step 2 - performance (in training) and competency (observe skills on the job) based - fidelity and fluency 4. Monitor staff performance - data collection, systematic, objective 5. Support proficient staff performance - actively respond antecedents/consequences 6. Correct nonproficient (why not proficient? lack skills? lack motivation?) 7. Continuously evaluate staff performance and consumer outcome - monitor self (treatment drift) • Specific purpose of observation using procedures – • provide active support or corrective action • prepared tool for observation • Data obtained can be useful support or correct staff performance - need to use data or don't even do • needs to serve a purpose • monitoring must be focused on specific areas of performance • at any time, no prepared tool • Quick • non-scheduled • purpose is to assess and support/correct (intervene immediately if a problem)