The Effectiveness of an ABA Training Workshop for Teachers and Health Care Professionals in China

Background:   Applied behavior analysis (ABA) is a science in which the principles of the analysis of behavior are applied systematically to improve socially significant behavior, and in which experimentation is used to identify the variables responsible for change in behavior (Cooper, Heron & Heward, 1987). There is a growing need for trained clinicians to provide ABA-based treatment for children with autism. However, demand for Board Certified Behavior Analysts (BCBA) professionals greatly outstrips the current supply, which is evidenced by the case of Tianjin where the need for ABA intervention has continued to grow with the increasing prevalence of ASD in China. However there is a paucity of peer-reviewed evidence comparing the accessibility, effectiveness, and cost-effectiveness of different approaches to training. 

Objectives:   In the current paper, we examined the effectiveness of a group ABA training workshop for teachers and health care professionals in China.  

Methods:  150 educators and health care professionals were recruited to participate in a five-day workshop in Tianjin, China, which was conducted by three BCBA’s from Canada and Hong Kong.  The workshop covered the following areas: Autism Spectrum Disorders (ASD), Early Intensive Behavior Intervention (EIBI), Applied Behavior Analysis (ABA), Discrete Trial Teaching (DTT), Natural Environment Teaching (NET) and Positive Behavior Support (PBS). The participants completed tests before and after the workshop, and the results of the tests were analyzed. The study used a causal design. The independent variable was the participation of the 5-day workshop. The dependent variable was the participants' understanding of the concepts taught, demonstrated by the scores of their tests.

Results:   During the pre-test, the average score was 41%. Most participants got 40% correct. The maximum score was 70% and the minimum score was 10%. During the post-test, the average score rose to 61%. Most participants got 60% correct. The maximum score was 100% and the minimum score was 20%. Most participants obtained high scores in the areas of ASD, general ABA knowledge, EIBI, and milieu teaching strategies. In the area of applying evidence-based strategies to manage problem behaviors, the scores were significantly lower. Social validity was measured through a workshop evaluation. The scores for all likert scale of 1 to 5, items ranged from 4.5 to 4.9.

Conclusions:  The group training was found to be an effective and acceptable method in increasing knowledge and understanding of ABA-based teaching strategies. It is suggested that large-group cross-cultural ABA training can be a cost effective way for training professionals across the globe.