Introduction
Over the past month, we’ve implemented a structured, ongoing training system for incoming technicians. Based on my observations, this initiative has already significantly enhanced the quality and impact of support supervision sessions. Research supports this approach, indicating that this decision will lead to reduced staff turnover and enhanced clinical outcomes. In addition, this research reflects that indirect training is frequently preferred by RBTs, linked to higher job satisfaction, greater retention, and more consistent treatment fidelity.
A Survey of Staff Training and Performance Management Practices: the Good, the Bad, and the Ugly
https://pmc.ncbi.nlm.nih.gov/articles/PMC5048247/#Sec5https://pmc.ncbi.nlm.nih.gov/articles/PMC5048247/#Sec5
“Verbal instruction and lectures were the most frequently selected instructional formats among surveyed respondents, followed by modeling and video instruction.”
Key Findings
Practitioner Training Preferences:
- In a national survey described in the article, communication interventionists and support staff were asked to select their most preferred training formats. The top-rated methods were:
- Lecture-based instruction
- Verbal instruction with feedback
- Demonstrations or modeling
While Behavior Skills Training (BST) is shown in research to be the most effective for performance-based outcomes, the study points out that staff often prefer traditional instructional formats
Citation: Reed FD, Henley AJ. A Survey of Staff Training and Performance Management Practices: the Good, the Bad, and the Ugly. Behav Anal Pract. 2015 Feb 20;8(1):16-26. doi: 10.1007/s40617-015-0044-5. PMID: 27703877; PMCID: PMC5048247.
Understanding Burnout and Turnover in ABA Clinics
“Many participants emphasized the importance of ongoing training and mentorship. They indicated that having more structured support systems and opportunities for continued learning would improve their job satisfaction and reduce feelings of burnout.”
Key Findings:
- Over half of RBTs surveyed expressed desire to leave their jobs due to stress and lack of growth opportunities.
- The absence of consistent, structured professional development was a leading cause of burnout.
- Staff reported that access to supportive mentorship and formal training outside of direct client hours would make them more likely to stay.
Citation: Harvey, C. (2023). Understanding burnout and turnover in ABA clinics (Master’s thesis, Youngstown State University). OhioLINK Electronic Theses and Dissertations Center. https://etd.ohiolink.edu/etd.send_file?accession=ysu1683143092001787&disposition=inline