It is notable that cases of autism experienced in the US are increasingly becoming prevalent. Against this backdrop of elevated incidences of autism is a rise in the demand for specialists in behaviorism who possess the capacity to diagnose and control such fast-growing occurrences effectively. An increase in the demand for autism interventions is mainly responsible for the concurrent rise in the demand for specialists who handle the autism disorder (Sellers, Valentino and LeBlanc, 2016). This paper is a manifestation of a simulated summary proposal of a seminar seeking to underscore training on autism on a group of trainees seeking proficiency in diagnosing autism. Moreover, the training program is to encompass a well-structured and group-supervised intervention program over individually-supervised programs since group supervision is likely to achieve more at once and with efficacy (Noell et al., 2000). This paper contends that trainee competence in autism diagnosis is dependent upon a well-structured professional relationship with their supervisor.
Description of the Training Program to be Executed
This simulation training summary seeks to imbue among attendant trainees the skills requisite in making them competent in the diagnosis of the autism spectrum disorder. In particular, these training programs will be conducted in a group context, where many trainees will jointly interact with their supervisor at the same time. It, is, nonetheless, critical to pinpoint that the supervisor-supervisee relationship is going to play arguably the central role in this training program. To begin with, the duration for the training will undoubtedly follow relatively short-scheduled sessions of at most between one to two hours as shall be worked out under the auspices of the BACB model. Under the guidance of this model, it follows that the underlying rationale for the training will be to underscore quality behavioral-oriented autism diagnostic services, which will be effected via adequate supervision (Turner, Fischer and Luiselli, 2016). To this extent, therefore, it follows that the training program so simulated in this purview of the paper is to be centrally premised on a stable supervisor-supervisee relationship. Trainees will thus be subjected to a particular series of steps required to imbue in them skills for the diagnosis of autism spectrum disorder.
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Training is a process. As a process, it is implied that it is something that follows a particular trajectory, albeit in a gradual but well-defined way. The training will kick off with the supervisor, making known their intention of developing a professional relationship with their trainees who constitute those they will be training on autism diagnosing skills. As is postulated by Sellers, Valentino, and LeBlanc (2016), this step vindicates a confidence-building measure that initiates a participatory approach to the training. As such, it is a crucial way of alleviating possible instances of a lack of clarity in the supervisor-trainee relationship, thereby ridding of the cases of potential confusion in the process. It also involves the supervisor setting up a schedule that is expected to guide the professional relationship despite the supervisor-supervisee relationship in this stage, taking a general contextual ambiance (Noell et al., 2000). In perspective, the stage generally revolves around concerted efforts by the supervisor in helping to effectively craft a working professional relationship on the diagnosis of autism spectrum disorder.
The second step in the simulation training summary is to revolve around activities whose function is to provide a lucid framework capable of guiding the trajectory that the professional relationship between the supervisor and trainees should follow. The step is arguably participatory and reciprocal and is likely to be crucial in underscoring a relatively high sense of accountability between the supervisor and their team of trainees (Sellers, Valentino and LeBlanc, 2016). Such is the reason trainee-input is a must-consider within this step’s ambit. Program objectives include imparting knowledge of autism diagnosis as well as fostering a climate for early detection of the disorder among affected children in trainees. Besides, another program objective is to empower trainees with preventive knowledge on autism suppression. Such objectives are defined within the context of this step. In other words, this program baseline is what will underscore the specific objectives the training is to achieve on matters related to autism diagnostic skills. However, the central objective will be to develop proficiency in diagnosing autism. Follow-up is the last step according to Sellers, Valentino, and LeBlanc (2016) who argue that the action has to involve performance evaluation of the achievements of the supervisor in their professional relationship with the supervisee or trainees.
Applicable Training Techniques
It is pertinent to note that this training takes the context of the group at the expense of individual instruction. First is the use of a therapy known as a ‘pivotal response’? The technique is specifically chosen due to its tendency to execute training within the natural environment where it takes place in a way that focuses attention on the trainees (Noell et al., 2000). The trainees are accorded an ample opportunity to learn effectively as a way of motivating them to pursue higher professional development. The technique, which also happens to have sound backing from the scientific research base, is arguably considered to be the best for undertaking teaching or training on autism diagnosis. Augmenting this training technique is another one termed as ‘naturalistic teaching’. It is vital first to establish that the two training techniques were deemed the best placed in training on autism diagnosis since they imbue near-similar characteristics. As the first strategy, this approach to training is also less-supervisor focused and more trainee-focused (Sellers, Valentino and LeBlanc, 2016), In this technique, the supervisee is allowed relatively greater control on the training by their supervisor. The method’s advantage is that it provides for a naturalistic learning atmosphere, which can take place outside the classroom or in some other secluded place (Turner, Fischer and Luiselli, 2016). Moreover, this technique imbues relatively great therapeutic success in real-life clinical scenarios, especially with regards to the diagnosis of autism spectrum disorder.
Assessment of the Competence of the Trainees Following the Course Program
It is required that for any training between a supervisor and trainee group are declared done, at least some post-training assessment should be conducted. In this regard, the best follow-up assessment criterion should be followed. Two assessment criteria will be used in evaluating the effectiveness of the training on the diagnosis of autism spectrum disorder. This training will indubitably make use of a test score widely referred to as the ‘assessment of the knowledge test score’. The method enables to distinguish the level of knowledge gained by the trainees as they went about studying and learning from their supervisor on autism diagnosis skills. Applying a variety of behavioral analysis facets in evaluating the acquired proficiency in autism diagnosis as is manifest among the trainees, the technique enables to detect the extent of the knowledge gained during the course (Noell et al., 2000). Such is the case considering that the test examines taught concepts during the training, albeit from the point of view of behavioral analysis.
Moreover, Valentino, LeBlanc ad Sellers (2016) note that the pen-and-paper test is also critical in evaluating autism-oriented information by testing trainees on their capacity to recall taught strategies in autism intervention. In perspective, the technique requires that data presented by trainees be summarized after, which the average for all participating trainees is done. As is contended by Turner, Fischer, and Luiselli (2016), it follows that the technique can be highly effective in assessing post-certification performance. To this extent, it is proper to ensure that the assessment of the knowledge test score is executed under minimal intervention to ensure the accuracy and validity of the trainee experience as reported by them. Moreover, the applied behavior analysis technique, whose foundation is on the basis of evidence-based practice will be used to demonstrate the competence of the applied strategies. Its intent is to ensure autism is diagnosed and reported for treatment at an early stage. The use of scientifically-backed evidence, therefore, helps detect the competence of a strategy.
References
Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow‐up strategies. Journal of Applied Behavior Analysis , 33 (3), 271-284.
Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended practices for individual supervision of aspiring behavior analysts. Behavior analysis in practice , 9 (4), 274-286.
Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice , 9 (4), 287-298.
