Chapter 12

This chapter recognizes the need to train and supervise teaching assistants to create a classroom that emphasizes data-based decision-making. Instructions are provided for training teaching assistants in how to gather several different types of data for the purposes of assessment, intervention development, and evaluation of ongoing student progress. In addition, instructions are given for completing several different types of data-collection procedures.

  • Describe the components of behavior skills training.
  • Describe some different methods for conducting preference assessments.
  • Describe the purpose and procedures involved in functional communication training.
  1. Behavior skills training
    This is a training approach that can be completed quickly and that can be used for teaching a variety of different skills. There are four components: instructions, modeling, rehearsal, and performance feedback.
  2. Reinforcers
    These are items or activities that are presented after a behavior occurs and increase the likelihood of that behavior occurring again in the future.
  3. Functional communication training
    This is a procedure that provides a person with a way to appropriately request what they want instead of engaging in challenging behaviors.

 

http://specialed.about.com/od/ABA/a/Reinforcer-Assessment.htm

Fetherston, A. M., & Sturmey, P. (2014). The effects of behavioral skills training on instructor and learner behavior across responses and skill sets. Research in Developmental Disabilities, 35, 541–562.

Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1, 16–23.
Ward‐Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavioral Interventions, 27, 75–92.

This chapter compiled pertinent information from earlier chapters that was deemed the most beneficial in terms of training teacher assistants. The emphasis was on basic strategies that teaching assistants should be trained on across topical areas in order to best help the lead teacher. A model, behavior skills training, was described for training teaching assistants. In addition, several data sheets and instructions were provided to help with training in some of the more essential activities for teaching assistants. The goal of this last chapter was to provide information to make assistants effective partners within a classroom that utilizes ABA strategies.