Text

theses

Many 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.

ETD_10299

Psy.D.

Includes bibliographical references

doi:10.7282/t3-sffs-2w51

ETD doctoral

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