The Use of Behavior Skills Training and Behaviorally Based Interventions in Memory Care

The current study examines the effects of using Behavior Skills Training (BST), an evidenced-based practice for teaching, to train direct care staff members in a Memory Care Community to employ a multi-component, behaviorally-based intervention with residents that have a memory impairment. Behavior Skills Training makes use of verbal and written directions and explanations, modeling, participant practice and rehearsal, and instructor feedback until each participant reaches mastery criteria for the skill(s) being taught. The behaviorally-based intervention for residents, which is being taught to the memory care facility staff, is comprised of descriptive and delayed prompts, positive and negative reinforcement, the provision of choice opportunities, and the use of a visual schedule. The components of this behaviorally-based intervention are Applied Behavior Analytic interventions, which have been empirically demonstrated as effective with other populations of individuals, including those with neurodevelopmental disorders such as Autism Spectrum Disorder. Additionally, the provision of choice opportunities and reinforcement have been previously demonstrated as effective with an aging population of individuals in nursing homes. The current study is attempting to examine the effects of the intervention in consort and within a memory care facility, with the intervention itself is also being implemented by direct care staff members who work in that facility. This study utilizes single case methodology, with a stacked AB design replicated across three staff members, three residents, and three transition environments. The design is comprised of a baseline condition, a training phase, in which participants will be taught to employ this behaviorally-based resident intervention through Behavior Skills Training, and a post-training condition. The researcher will employ in-vivo coaching during the post-training condition in order to program for common stimuli and train generalization in the natural environment in which the intervention is intended for use. A maintenance probe, following the conclusion of the post-training condition, will be utilized to measure maintenance effects of the training and intervention. Anticipated results include an increase in the percent independence with which staff participants accurately complete the task analysis of interaction behaviors, as well as an increase in the percent occurrence of resident participants engaging in pro-social skills, such as answering questions, complying with demands, and attending community activities with zero instances of problem behavior. It is the expectation of the researcher that the results of this study will add to the paucity of literature on the use of Applied Behavior Analysis in the field of Behavioral Gerontology and with aging individuals who have dementia and, furthermore, expand upon growing evidence of the use of Applied Behavior Analysis in novel environments as a method of increasing the efficacy of service provision across varying populations