Supervision Strategies for Treatment Fidelity and Job Satisfaction in Applied Behavior Analysis Services

Autor/in	Saunders, Melissa S.
Titel	Supervision Strategies for Treatment Fidelity and Job Satisfaction in Applied Behavior Analysis Services
Quelle	In: International Electronic Journal of Elementary Education, 15 (2023) 3, S.291-306 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saunders, Melissa S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Supervision; Fidelity; Job Satisfaction; Applied Behavior Analysis; Autism Spectrum Disorders; Child Behavior; Intervention; Behavior Modification; School Personnel + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Autism; Autismus; Behaviour modification; Verhaltensänderung; Schulpersonal
Abstract	Supervising behavior technicians in the implementation of services derived from the science of applied behavior analysis with children diagnosed with autism spectrum disorder (ASD) is a common practice for behavior analysts. However, there is limited training available on supervision strategies for those applying this model of services. Lack of training can lead to ineffective and inconsistent supervisory practices, resulting in low rates of job satisfaction for supervisees and variable fidelity in treatment implementation. The quality of supervision can improve job satisfaction and treatment fidelity. This study was conducted using a nonconcurrent multiple baseline design across participants to evaluate the effects of an evidence-based approached to supervision on treatment fidelity and job satisfactory for three behavior technicians providing services for a child with ASD. Each of the three technicians demonstrated improved levels of treatment fidelity and increased job satisfaction across several facets of their job during the intervention and maintenance phase. Implications of these findings, limitations of this study, and suggestions for future research are included. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01