EVIDENCE-BASED STAFF TRAINING: A GUIDE FOR PRACTITIONERS

• EVIDENCE-BASED STAFF TRAINING: A GUIDE FOR PRACTITIONERS
• Marsha B. Parsons & Jeannia H. Rollyson
• J. Iverson Riddle Centre, Morganton, North Carolina
• Dennis H. Reid
• Carolina Behaviour Analysis and Support Centre

Evidence-based staff training is a methodology that designs and delivers training programs based on empirical evidence and research. When it comes to Behavioural Analysts, they provide training to the staff in human service agencies that deal with challenging behaviors. The staff is generally trained in accordance with the principles and practices of behavior analysis. Training human service staff holds significant importance in Behaviour Analysis. Many research studies have been conducted to examine the effects of staff training strategies on the effective usage of behavioral strategies. A description of the basic components of the training protocol, along with a brief case demonstration, has been presented to illustrate its importance. The primary focus of this training is on performance skills, specifically equipping staff to perform work duties that the were previously unable to accomplish.

The following model emphasizes improved performance more than the concept of improved verbal skills, thereby providing a comparison between training verbal skills and performance skills. Previously, behavioral studies emphasized staff training in verbal skills strategies, for instance, lectures and presentations of written or visual materials. Although it provided enhanced knowledge, it later proved ineffective in creating an impact on training human service staff.

Evidence-based staff training consists of performance- and competency-based strategies (Reid et al., 2003). Performance-based refers to the actions that trainers and trainees undertake together, specifically to perform the responses they are being trained to execute. Competency-based training refers to continuing education until trainees meet the criteria for mastery. The training is specifically data-based, as observational data is obtained to record whether trainees are able to demonstrate the target skills. The method applied to staff training comprises instructions, modeling, practice, and feedback until mastery is achieved. This, as a whole, is known as Behaviour Skills Training (BST) (Miles & Wilder, 2009; Nigro-Bruzzi, 2010; Sarokoff & Strumey, 2004), which consists of six steps. This custom involves a group practice approach, where the same steps can be used to train individual staff members, with certain alterations as needed for individual implementations, as per behavioral coaching (Rodriguez, Loman, & Horner, 2009).

The first step of training requires the trainer to provide an explanation of the significance of the skill being trained and an interpretation of the behaviors required to perform the skill (Willner, Braukmann, Kirigin, Fixsen, Phillips, & Wolf, 1977). The following step, referred to as instructions in the BST model, requires a thorough explanation of the target skill using a tool, such as a performance checklist of necessary staff actions (Lattimore, Stephens, Favell, & Risley, 1984).

In the second step, trainers are required to provide a written description of the target behaviors that comprise the skill to each trainee. The trainer requires a written summary of exactly what the staff is expected to do in various situations. The illustration should be well-focused on exactly what needs to be done to perform the target skill. It is advisable to provide staff members with a concise written description and to avoid lengthy documents, as staff often fail to access the plan when needed because it contains more information than is necessary. When the trainees have finally read and listened to how to perform a skill, trainers are required to demonstrate the skill. This step is known as Modeling. At least two trainers are required for the demonstration, with one trainer assuming the role of a staff member and the other assuming the role of the consumer. They should be well-rehearsed prior to the performance to ensure its effectiveness.

Similarly, video models have been assimilated into BST for demonstration purposes to teach the staff various skills. For the successful implementation of BST, each trainee is expected to practice the demonstration skills after being exposed to them by taking on the roles of both a staff member and a consumer. It is necessary to practice target skills once the trainee has learned them. Once the trainees have performed, they receive feedback from the trainers. This feedback typically falls into two categories: Supportive Feedback and Corrective Feedback. If the trainee has demonstrated well, they are encouraged by the trainer; this is called supportive feedback. Whereas, if they lack in their performance, certain corrections and instructions are given to achieve future excellence. This is the final step of BST, i.e., the sixth step of the model, which requires repeating steps four and five. In this part of the model, the trainee is expected to perform target skills with 100% accuracy or a bit less. To ensure the efficient learning of staff members, it is necessary to revise the previous two steps, which encompass demonstrations.

This training protocol is further followed by trainees applying target skills effectively in their job routines, which is observed by trainers who provide them with feedback. This step is known as on-the-job training. To display how BST works, a case demonstration was introduced in which the trainer selects the two types of skill sets to be used. The method used involved a setting, mostly a classroom, with adults having severe disabilities and participants, typically teachers and assistants. In behavioral definitions and observational systems, particular skill sets were designated, carried out using the ML (most to least) assistive prompting strategy and LM (least to most) assistive prompting.

Five teaching components were incorporated in the ML prompting. Baseline sessions are carried out with individual participants as part of the program’s professional development. To make them aware of ML prompts, participants were required to perform three task skills using a role-play. During the Training procedure, trainees were required to provide a concise demonstration of the target skills, and any questions were further addressed by the trainers. Manual sign training with 15 signs was conducted during the first training sessions. This was conducted for the students who used sign language as communication. Post-training assessments were conducted within a week of the training, which involved individual evaluations. If necessary, corrective feedback was provided. To assess performance proficiency, on-the-job assessments were conducted.

Evidence-based staff training has proven to be effective for staff members, as it provides a valuable platform for acquiring skills. As mentioned earlier, previous studies have heavily relied on verbal accounts without solid evidence. The acceptability of BST is relatively higher compared to previous training models. It should be considered that the following training model has been criticized due to its reliance on surveys conducted by the experimenters, as surveys are deemed to be invalid when there is too much reliance on them.