Dissertation/Thesis Abstract

The Relationship between Self-Reported Job Performance of Applied Behavior Analysis Therapists and Client Performance
by Carotti, Corrina, Ph.D., Capella University, 2017, 128; 10689628
Abstract (Summary)

This quantitative research study examined the relationship between self-reported job performance and child performance among applied behavior analysis (ABA) therapists. Though several studies have demonstrated the benefits of staff training on improving job performance, there remains a gap in research in the field of ABA focusing on training as it relates to child performance. This study included three research questions: Will the implementation of incidental teaching when completing skill acquisition programs improve in applied behavior analysis (ABA) therapists after undergoing a brief training package consisting of modeling, rehearsal, and feedback? Will the reported job performance of applied behavior analysis (ABA) therapists improve after undergoing competency-based training for implementing skill acquisition programs? Will applied behavior analysis (ABA) therapists assess child performance differently after undergoing an intervention to increase job performance? The population addressed in this study was therapists providing ABA services. Purposeful sampling was utilized to recruit 16 participants who were ABA therapists working in the United States. Each was asked to complete both the Task-Based Job Performance Scale and the Academic Performance Rating Scale. The first three with moderate to low scores in both job performance and child performance were selected to undergo an intervention involving training on job-specific skills utilizing a single-subject design. All participants were female. No additional demographic data were collected. Using visual inspection and trend analysis, it was determined the implementation of the incidental teaching of each participant improved after receiving training. When training was complete, each participant was asked to complete the job and child performance scales a second time. Using descriptive statistics, it was determined each participant who received training reported higher job performance post-intervention, but only one participant reported higher child performance. Future research on job performance and its possible effects on child performance is recommended.

Indexing (document details)
Advisor: Cowan, Rebecca
Commitee: Comeau, Joan, Lasley, Julianne
School: Capella University
Department: Social and Behavioral Sciences
School Location: United States -- Minnesota
Source: DAI-B 79/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Behavioral psychology, Clinical psychology, Occupational psychology
Keywords: Applied behavior analysis, Autism, Behavior skills training, Child performance, Incidental teaching, Job performance
Publication Number: 10689628
ISBN: 9780355632897
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