An Evaluation of a Telecommunication Model for Training Staff to Implement Common Behavioural Protocols

Abstract

Telecommunication models have been shown to increase the accessibility of effective behavioural services by training mediators to implement evidence-based protocols with children with autism spectrum disorder (ASD). Behavioural skills training (BST), an evidence-based procedure, has been shown to be effective for training staff when delivered via a telecommunication model. Further evaluation is needed to assess generalization of trainee outcomes to clinical settings and untrained procedures, and the corresponding effects of training staff on child outcome measures. The purpose of this study was to assess the efficacy of BST delivered through videoconferencing software for training behaviour technicians to implement errorless learning protocols (e.g., trained skill) to an actor role playing a child with ASD. A concurrent multiple-baseline design across three behaviour technicians was used to assess the generalization of any training effects to: working with a child, implementing a similar untrained skill (e.g., paired stimulus preference assessment) and on child skill acquisition outcomes on individualized programming. Across three behaviour technicians, the average mean shift from baseline to post-training was 27.1% (trained skill) and 58% (untrained skill). Improved performance of the trained skill with a research assistant was maintained over 80% accuracy for all three behaviour technicians, but only one behaviour technician’s performance generalized to working with a child. Mixed results were found for child outcomes. Implications and future directions are discussed.