An ABA Facility Can Still Run Into Common Maintenance
Problems After Staff Training

by Jessica Rodriguez and Alicia M. Alvero
Queens College, The City University of New York

In all organizations, it is essential for staff members to acquire, apply and maintain the skills necessary for a particular job. An organization must ensure it provides staff with the training and management tools required to learn new skills and maintain performance. Organizational Behavior Management (OBM) is the most effective method to teach staff members the skills necessary for a job. OBM focuses on the management of work-related behavior and its relationship with environmental antecedents and consequences to enhance performance in the workplace (Komaki & Minnich, 2001). Many of the principles used in OBM are derived from behavior analysis and are used when creating procedures for staff training and staff management. In this paper, I will discuss how a school, which specializes in Applied Behavior Analysis (ABA), can fail to incorporate the necessary staff management procedures to maintain the skills acquired after staff training.

The school mentioned above specializes in providing services to individuals with developmental disabilities from ages three to adulthood. This facility is well-known for using procedures based in ABA to educate students and provide training to the staff. Staff members have been trained extensively in ABA and have helped many individuals with autism achieve independence through the use of behavioral programs. Each student’s program describes the behaviors they should exhibit and the corresponding consequences. In addition, the facility has a well-developed, multi-faceted training package for new staff members.

Reid and Parsons (2000) state that staff training and management are two critical aspects of an agency, which desires to improve staff performance. A multi-faceted approach is the most prevalent behavioral approach for training work skills to staff members. The following procedures are used in a multi-faceted training package: (1) Verbal instructions (presentation of background information and description of the specific job skills); (2) Written instructions (self-instructional manuals); (3) Performance modeling (demonstration of a work task via live or filmed observations); 4) Performance practice (the trainee performs the task modeled by the trainer); and 5) Performance feedback (information provided to the trainee regarding performance of the skill being trained). All these procedures are essential for staff members to increase their knowledge and performance regarding behavioral techniques, and all were components of the school’s training. Needless to say, the procedures were very effective in teaching new staff members how to implement behavioral techniques with individuals diagnosed with autism.

Similarly, in the current organization, new staff members were exposed to this multi-faceted training approach over a three-week training period. In addition, a verbal instructions component was included consisting of a six-week class which discussed the principles of applied behavior analysis. Similarly, each employee received a booklet containing different exercises, which were completed with the students under the supervision of a coordinator. This approach was similar to the written instruction component mentioned above. Prior to conducting the assigned exercises, the employee observed the supervisor performing the task with the student (performance modeling). Shortly after, the employee was expected to practice the modeled task (performance practice). The coordinator evaluated the employee’s performance and provided feedback (performance feedback).

The feedback was both positive and corrective. When feedback was given, the employee was able to correct his or her behavior and perform the correct skills. A few sessions later, the employee was asked to perform the same task again to ensure that he or she completely understood what was required to implement each particular task. After they demonstrated at least 80% accuracy in all training segments, the staff members were ready to work directly with the students. Although, many staff members were never exposed to applied behavior analysis, the training package allowed them to fully understand the application and theory of the procedures.

Even though the organization had a well-designed staff-training package, it lacked a well-developed staff management strategy. Staff members were not provided with the essential tools required to maintain the newly acquired skills. New skills were infrequently observed while feedback and reinforcing consequences were not delivered. Although this organization understood and implemented the ABA principles in staff training and student programs, they lacked the necessary components required to maintain new skills.

The organization evaluated employees every three months and provided them with yearly evaluations. Nevertheless, this was not enough to maintain newly acquired skills. Supervisors were instructed to observe staff frequently, but because of their busty schedules, this was not consistently done. Due to infrequent employee observations, many of the acquired skills were not maintained or were incorrectly applied to student programming.

This created many problems including poor student progress. As a result, staff members were required to undergo additional training, which only briefly ameliorated the problem. Employees who had acquired the skills would become frustrated because they did not want to undergo additional training for skills they already possessed. According to Komaki and Minnich (2001), the performance of an employee should be evaluated at least twenty to thirty times during the intervention period. When the target behavior is measured frequently, the employee is more likely to engage in the desired target. This provides employees with the opportunity to receive consequences, such as feedback and reinforcement.

Another problem involved the infrequent delivery of feedback and reinforcement to the employees. When staff members were observed, they were given immediate feedback by the supervisor. Nevertheless, the employees’ performance was not assessed again until three months later. The supervisor did not check to see if the employee had used the feedback to improve the skills. Although staff members listened to the feedback, shortly after, they continued to incorrectly implement programs. During the yearly evaluations, staff was given feedback on the three observations conducted during the year. Similarly, there was a lack of reinforcement for employees.
In an organization that works with a demanding population, employees easily “burn out” and lack motivation to continue their job. As a result, there was a large turn over rate at the end of the year.

In conclusion, an organization with its foundation based on the principles of ABA can encounter problems in incorporating all the components needed to maintain newly acquired skills. The school tried to incorporate some of the components required to maintain new skills, but these were not well–developed. There were observations, but they were infrequent to maintain behavior. Similarly, feedback and reinforcement were infrequently implemented. This example demonstrates how difficult it is to include all the critical components in a management program and how unlikely it is to expect the supervisor to carry out these components. Due to their other responsibilities, many supervisors do not have the time to manage their staff. Therefore, it is essential to design staff management programs that are effective, less time consuming and can be maintained.

References

Komaki J. L. & Minnich, M. R. (2001). Developing performance appraisals: Criteria for
what and how performance is measured. In C.M., Johnson, W.K., Redmon &

T.C. ,Mawhinney (Ed). Handbook of Organizational Performance Behavior
Analysis and Management (169-190). New York. Haworth Press.

Reid, H. D. & Parsons, B. (2000). Organization behavior management in human
service settings. In J., Austin & J. E., Carr (Ed). Handbook of Applied Behavior
Analysis (275-293). Reno, Nevada, Context Press.