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An Examination of Ongoing Case-Based Continuing Education Model for Behavior Analysts
There is limited research on the methods, social validity and efficacy of continuing education (CE) opportunities provided to behavior analysts. Continuing education is required of behavior analysts to maintain credentials and utilize best-practice. Given the limited data regarding CE preferences of behavior analysts, and potential impact of established CE opportunities, the purpose of this study was to examine the use of a monthly, online, Case-Based CE Model for behavior analysts working with clients with autism.
Objectives:
The objectives of this study were to examine the acceptability and efficacy (behavior analytic knowledge and intervention use), and quality (social validity) of the autism, Case-Based CE Model for behavior analysts. Data regarding: (a) types of CEs utilized, (b) acceptability of types of CEs (c) acceptability of the autism Case-Based CE Model, (d) behavior analytic knowledge (pre/post assessments) and (e) reported use of behavior analytic interventions.
Methods:
The present study is the second phase in the exploration of the Case-Based CE Model. Phase I tested the autism Case-Based CE program (n=13) with behavior analysts completing both pre/post assessments, and social validity. Preliminary results of Phase I led to the expansion of the Case-Based CE Model to examine the acceptance and efficacy of this program.
In the present study, 21 behavior analysts were selected participate in an eight month Case-Based CE Model facilitated by a panel of expert behavior analysts with autism specialty areas. During one hour, monthly online meetings, the host panel facilitated discussion of a participant-presented case, and provided information on advanced behavioral principles. Prior to and following participation in the Case-Based CE Model, participants completed a survey regarding confidence and frequency of use of 80 behavioral interventions, and, perception of the quality and efficacy of current CE opportunities. Participants completed monthly pre/post assessments relating to behavior analytic content presented. Additionally, following each session participants completed a social validity scale regarding their perception of the quality of the session.
Results:
Phase I of the Case-Based CE Model (n=13) demonstrated improvements in behavior analytic knowledge from pre-test to post-test, M= 32.7% increase. Social validity regarding the participation in the Case-Based CE Model was high following each session (5= strongly agree): relevant topic M=4.82, recommendations useful M=4.83, case concerns thoroughly covered M=4.58, addressed needs M=4.91, group participation M=4.76 and effective means to earn CEs M=4.92.
The data collection for Phase II is ongoing, (completion Spring 2017). The pre/post outcomes for content assessment and behavior analytic frequency, as well as an examination of the relationship between participant characteristics (e.g., years of experience, pre-program confidence, attendance) in relation to behavioral intervention use and content assessment outcomes.
Conclusions:
The preliminary result of this study are promising and indicate that the Case-Based CE Model may be effective in increasing participant knowledge and utilization of advanced behavioral principles and is a socially valid means to acquire CE for behavior analysts. The results of this study will generate data regarding the acceptability and efficacy of a Case-Based CE model for behavior analysts that may support future research in this area.