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Evaluating the effects of behavioral skills training with behavior analysts to increase essential supervisory skills
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Hawkins, Allison. Evaluating the effects of behavioral skills training with behavior analysts to increase essential supervisory skills. Retrieved from https://doi.org/doi:10.7282/t3-sffs-2w51

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TitleEvaluating the effects of behavioral skills training with behavior analysts to increase essential supervisory skills
NameHawkins, Allison (author); Fiske, Kate (chair); Schneider, Kenneth (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2019
Other Date2019-10 (degree)
SubjectSchool Psychology, Behavioral skills training, Autistic people -- Education
Extent1 online resource (vi, 66 pages) : illustrations
DescriptionMany individuals with autism spectrum disorders (ASD) are currently enrolled in specialized private schools due to challenging behavior or specific learning difficulties. Job responsibilities in these settings can be stressful for staff employed in direct-care positions (i.e., teachers, teaching assistants, paraprofessionals, etc.). Previous research has suggested that high-quality supervisor relationships can moderate staff stress and burnout for direct-care staff in specialized applied behavior analysis (ABA) schools. Literature suggests that improving Board Certified Behavior Analysts’ (BCBA) use of corrective feedback, empathetic statements, and reinforcement could contribute to improved supervisory relationships. To date, no research has presented the use of behavioral skills training (BST) to teach BCBAs supervisory skills, and the current study sought to fill this gap in the research. Two BCBAs were taught two essential supervisory skills: corrective feedback and empathetic statements. Both participants mastered each skill quickly following BST. A third skill, reinforcement, met mastery criteria for both participants before BST was implemented. Staff ratings of perceived supervisor support did not support the hypothesis that ratings would improve following BCBA mastery of target skills. Staff ratings were initially high during baseline and remained stable following BCBA training. The results of the present study suggest that behavioral skills training is an effective tool for teaching supervisory skills to BCBAs. Future research is needed in the area of BST with BCBAs and stress and burnout on ASD direct-care staff.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-sffs-2w51
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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