|
| #190 Poster Session – CSE |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
|
| 51. Effect of a Coworker Mentor on Job Performance of Young Adults |
| Area: CSE; Domain: Applied Research |
| ELIZABETH A. GRANUCCI (University of South Florida), Debbie Westerlund (University of South Florida), Hewitt B. Clark (University of South Florida) |
| Abstract: The purpose of this study was to demonstrate the effectiveness of coworker mentors on improving employment-related verbal behavior and task performance of young people (ages 16 -18) with behavior disorders and/or learning disabilities. Participants were training for cosmetology in a vocational/technical secondary school.
Mentors conducted training with participants by demonstrating the correct task, providing corrective feedback, and delivering descriptive praise in the context of a beauty salon operated at the school, and serving customers from the public as well. A multiple baseline design across behaviors analyzed intervention effects of mentor training on the participant’s use of correct verbalizations or task completion. Four participants were in the study. Each participant had a separate mentor. Findings are illustrated through one of the participants. Figure 1 shows the multiple baseline for Nicoletta across two verbal behaviors: a) inquiries about comfort and b) suggestive selling statements. Nicoletta rarely used comfort or suggestive selling statements during baseline. Once the mentor began the training, the behaviors improved dramatically. Inter-observer reliability was assessed with two independent observers, observing on sessions throughout the study. The observer agreement for Nicoletta’s verbal behaviors ranged from 80% to 100%, with a mean of 98%. In a post-intervention questionnaire, Nicoletta expressed satisfaction with the mentor teaching her new skills within the work setting and attributed her greater confidence in her work to this experience.
Similar findings occurred across the other three participants. This study supported the effectiveness and acceptability of coworker mentors in assisting young people in learning skills in the work place. |
| |
|
| 52. Establishing Quality of Life Outcomes for an Adolescent with Acquired Brain Injury |
| Area: CSE; Domain: Applied Research |
| NICOLE ABENAIM (Melmark New England), Frank L. Bird (Melmark New England), Rui T. Carreiro (Melmark New England) |
| Abstract: This presentation examines the long-term outcome of a multi-component treatment approach based on positive behavior support for an adolescent with severe behavior challenges. As a result of intervention, the challenging behaviors were reduced to near zero frequency as participation in educational, social, vocational, and other community activities increased. Implications for the development of support plans based on functional analysis and the use of antecedent management strategies are discussed.
Following the elimination of aversive treatment procedures for challenging behaviors and implementation of intensive proactive procedures, an adolescent with acquired brain injury demonstrated (a) near total elimination of challenging behaviors, (b) dramatic increase in positive alternative behaviors and self-management skills, and (c) generalized and durable community adjustment. Data on these variables will be presented to support this progress. Interobserver reliability was conducted across treatment phases and mean agreement coefficient was 91.4%. Although reduction of challenging behaviors was a priority, the clinical approach was to assist him in achieving a lifestyle change by positively addressing many dimensions that define quality of life (Hughes, Hwang, Kim, Eisenman, & Killian, 1995). Specific areas included establishing social relationships, re-establishing family bonds, increasing personal satisfaction, increasing community access, experiencing successful employment, and increasing recreation opportunities. |
| |
|
| 53. Assessing Preferences with a Foot Fetish: A Case Study with a Male with Autism |
| Area: CSE; Domain: Applied Research |
| JILL MULLIN (Private practice), Ronnie Detrich (Spectrum Center) |
| Abstract: Behaviors that are maintained by socially unacceptable reinforcers (i.e., sexual) pose ethical difficulties when trying to assess relevant dimensions of reinforcement. In this study, we assessed the preferences for a young male with autism who exhibited obsessive behavior around young children’s feet. Clearly, we could not directly involve young children in the assessment so alternative assessment methods were required. Pictures of children and adults and the various dimensions of possible foot display (socks, no socks, shoes, no shoes, etc.) were used in a pair-wise stimulus presentation format. The data suggested that young children with shoes on were most preferred. The preference assessment was completed twice with stable patterns of preference across the two presentations. The obvious limitations of the assessment method are that pictures rather than the real stimuli were used and there is no ethically acceptable method for determining if the obtained preferences are the functional reinforcers associated with the foot obsession. |
| |
|
| 54. Individualized Daily Living Skill Programs to Improve Verbal Expressions and Daily Living Skills for Students with Autism |
| Area: CSE; Domain: Applied Research |
| EUN JUNG SEO (Brain Korea 21 Task Force Project), Jae-Gyu Jo (Daegu University, South Korea), Eun Jeong Yoo (Daegu University, South Korea), Myung-Ok Kwon (Daegu University, South Korea) |
| Abstract: The study had two purposes. First, it was to see if the individualized daily living skill program could improve their independent performances of daily living skills in the inclusive setting. Second, it was to see if the program could help increase the spontaneous verbalization of target words related to their body concepts and daily living words while they were performing the daily living skills in the inclusive setting.Two parts of the individualized daily living skill program, such as the language training and the daily living skill training, were conducted simultaneously to increase spontaneous verbalizations of daily living words for the students with autism, while they were performing each step of daily living skills in an inclusive setting. A multiple baseline design across behaviors was used to assess the effects of the individualized daily living skill program.
The results of the study revealed that 0% level of correct spontaneous verbal responses of daily living words were dramatically increased to 90% levels for all participants right after the application of the program. Furthermore, their independent performances of daily living skills were also increased to 100% level. The reliability of dependent variables was 92.7%, so the individualized daily living skill program was reliable for the improvement of the target behaviors. |
| |
|
| 55. The Intervention on Withdrawal of Down Syndrome Based on Functional Assessment in the Welfare Institution |
| Area: CSE; Domain: Applied Research |
| AKIKO KURAMITSU (University of Tsukuba), Mae Kondo (University of Tsukuba), Shigeki Sonoyama (University of Tsukuba) |
| Abstract: “The problem behavior” of adults with intellectual difficulty including self-injured behavior, aggression, persistence, hyperanakinesia and withdrawal get a lot attention. How to treat them in institutions or workshops has been explored as “difficult treatment cases.” People with Down syndrome in adolescence have some behavioral properties such as withdraling when being warned by others or ignoring any caution because they have difficulty to work out their frustrations. It is feared that people with Down syndrome in adolescence might become nonpsychotic withdrawal which in increasing nowadays without consideration of such properties.The purpose of this research was to implement a functional assessment on withdrawal of a man with Down syndrome, carry out the successive approximation process based on the information from the assessment and examine its effect.
He could engage in the task which matched his preference and ability among ohter residents for a certain time.It is important that introducing activities which match individual's preference and ability into daily program in the activities, and consistent response suitable for the behavioral properties in order to provide residents stable and abundant services in the institution. |
| |
|
| 56. Increasing and Maintaining Apartment Cleanliness for 3 Adults with Chronic Mental Illness |
| Area: CSE; Domain: Applied Research |
| TINA HOPSON (University of the Pacific), Rebecca J. Bovino-Sandquist (University of the Pacific), Eric Sandquist (University of the Pacific), Hiroaki Uemura (University of the Pacific) |
| Abstract: Maintaining personal hygiene is often problematic for the mentally disabled population. Part of maintaining personal hygiene is maintaining a relatively clean living area. In this study, three participants living in a semi-independent apartment complex were invited to a party if they passed their apartment inspections. When the participants passed inspection, the partcipant was reinforced with social praise and invited to attend a group pass party. The pass party either included pizza and soda, or ice-cream and soda. All three participants were not passing apartment inspections prior to implmentation of the pass parties. After implementation, all three participants began passing apartment inspections. |
| |
|
| 57. Use of a Multicomponent Intervention for Multiply Maintained Physical Aggression |
| Area: CSE; Domain: Applied Research |
| JENNIFER PRUSHAN (Devereux Whitlock Center), Stewart M. Shear (Devereux Whitlock Center) |
| Abstract: The use of a multicomponent intervention for physical aggression exhibited by a dually diagnosed adult female was examined. The dependent variable was the frequency of physical aggression. Data was collected daily for the dependent variable. Interobserver agreement was collected during at least 33% of the days and averaged 100% for the dependent variable. The intervention was implemented in two phases. The first treatment phase consisted of staff writing positive praise statements in the subject’s notebook on a daily basis. Contingent upon an occurrence of physical aggression, staff refused to sign the notebook and provided a verbal prompt to stop the behavior. Frequency of physical aggression did not significantly decrease with the introduction of the intervention. During the second phase of the intervention, when the subject engaged in physical aggression, staff would initially write a statement in the notebook indicating the occurrence of physical aggression. When the subject asked other staff members to write in the notebook, they would observe that physical aggression had occurred and would refuse to sign the notebook for the remainder of the day. Frequency of physical aggression subsequently decreased during the second phase. Low levels of physical aggression were maintained over an eighteen-month period. |
| |
|
| 58. Separation and/or Cultural Issues and their Impact on the Treatment of a Chinese-American Boy with Food Refusal |
| Area: CSE; Domain: Applied Research |
| PAULA M. GONCE (Kennedy Krieger Institute), Jennifer E. Dawson (Kennedy Krieger Institute) |
| Abstract: Typical outpatient treatment strategies include having a trained feeding therapist feed the patient first, demonstrate effectiveness, and then train the parent in the treatment protocol. In the current case, the patient engaged in high rates of self-injurious and disruptive behavior when in contact with the primary therapist. This pattern of behavior continued with the introduction of a new therapist. Attempts to decrease the behavior (fading) were unsuccessful. A third (Chinese-American) therapist was able to interact with the patient and demonstrate the treatment procedures. Subsequently, the therapists trained the patients mother in the treatment package (i.e., non-removal of the spoon, response cost). Results will show an increase in acceptance and a decrease in refusal behaviors. Discussion will include the topic of cultural differences and their potential impact on protocol implementation. |
| |
|
| 59. The Effect of a Relaxation Breathing Exercise on Male Adolescent Aggressive Behavior |
| Area: CSE; Domain: Applied Research |
| TRUDI GAINES (University of West Florida), Leasha Barry (University of West Florida) |
| Abstract: Existing research on male adolescent aggressive behavior includes both group and single case design studies in which anger management, relaxation, and breathing techniques were employed in combination. The results of these previous studies support the use of these techniques in combination. However, it remains unclear if the use of relaxation breathing exercises alone brings any benefits to this population. This single case design study with multiple baselines across six participants was conducted to assess the effect of a relaxation breathing exercise on the verbal and physical aggressive behaviors of male adolescents in a residential juvenile justice program. One participant demonstrated reduced verbal and physical aggressive behaviors in phases in which relaxation breathing was employed. Two other subjects demonstrated reduced behaviors on one of the measures. Other participants demonstrated increased verbal and aggressive behaviors during phases in which relaxation breathing was employed. Interrater reliability was collected on at least one third of the trials. Overall, the findings do not support the use of relaxation breathing alone as a behavioral intervention for verbal and physical aggression. Future research should investigate combination behavioral interventions for this population using a component analysis to demonstrate the benefits of each component of the intervention. |
| |
|
| 60. A Study on Psychological Disorders in Mistreaded Children |
| Area: CSE; Domain: Applied Research |
| JUAN CARLOS HÓDAR PREZ (Services of Children at Risk; Motril-Granada (Spain)), Inmaculada Gomez Becerra (University of Almeria, Spain), Carlos Belda Grindley (Delegación Provincial de Asuntos Sociales; Granada, Spain) |
| Abstract: It is broadly agreed that child maltreatment produces maladaptative psicological consecuences. This descriptive work deals with this issue from a epidemiological and a retrospective view including cases from 1999 to 2001. The objectives are to quantify disorders found in that population and to look for differences on problems experienced by the subjects depending on the kind of maltreatment received. And, to know more about those conditions that lead to the appearance of disorders. The sample was selected from children and youngsters assessed as at risk population by professionals working in a Services for Children at Risk (Granada-Spain). A total of 272 under 18 aged youngsters and children who were victims of abuse, neglect or both were assessed. Subjects were distributed into three groups: that had been exposed to abuse conditions, subjects exposed to neglect conditions and subjects exposed to both conditions. Semiestructured interviews, standardized scales, direct observation, and reports included in subject files were used to assess potential disorders. Results show that subjects exposed to abuse conditions developed more probably emotional and social adaptation disorders and subjects exposed to neglect conditions were damaged in cognitive development and academic performance. Subjects exposed to both conditions show more difficulties in establishing safe attachment links with their caregivers and difficulties in proper development of interpersonal skills. |
| |
|
| 61. Development and Assessment of an Online Training System for Foster Parents |
| Area: CSE; Domain: Applied Research |
| JOSEPH FURMAN BUZHARDT (University of Kansas, Lawrence), Linda S. Heitzman-Powell (University of Kansas, Lawrence) |
| Abstract: Lack of training is one of the most frequently cited reasons that parents discontinue foster care (Crase, et al, 2000). This poster describes a Phase I, NIH-funded project to develop an online foster parent training system in Kansas. The purpose of this system is to improve the quality of foster parents’ in-service training, make it more accessible to those isolated by geography, lack of transportation, or availability of child-care, and to improve the accountability/management of foster parent training. Assessment of the system will take place from January – mid-March. The training modules’ instructional effectiveness will be assessed by pre-posttest score differences for each module. Usability testing of the system will be assessed by collecting observational data regarding the number of minutes it takes for foster parents and social workers to complete tasks with the system, the navigational paths that users take to access specific parts of the system, and the number of questions they ask related to using the system. Interrater reliability will be calculated by (agreements/agreements+disagreements)*100 for at least 20% of the usability observations. The implications of this system for the Kansas foster care system will be discussed, including future directions for Phase II of the project. |
| |
|
| 62. Hearing or Saying: The Role of positive Verbalizations in Positive Peer Reporting |
| Area: CSE; Domain: Applied Research |
| MICHAEL L. HANDWERK (Father Flanagan's Boys Home), Nate Wendell (Father Flanagan's Boys Home), Brett Thomas (Father Flanagan's Boys Home), Clint Field (Father Flanagan's Boys Home) |
| Abstract: Positive peer reporting (PPR) has produce relatively consistent positive effects on the peer interaction of rejected youth (Jones, Young, & Friman, 2000). PPR involves rewarding positive verbal statements made by classmates or others toward a targeted rejected youth. Typically, the target youth either receives more opportunities to receive verbal acknowlegement from others, though in some investigations the targeted youth is also allowed to provide positive verbalizations to other non-rejected youths. Thus, it is currently unclear whether the active component of PPR involves the targeted youth receiving positive verbal statements from other youth, giving positive verbalizations to other youth, or both. The present study used a non-concurrent multiple baseline design to assess the component effects of PPR procedures. Two rejected youths in a residential care facility were selected by program administrative staff to receive the intervention. The treatment phase consisted of the targeted youths participating in giving positive verbal praise to other housemates, followed by them becoming recipients of positive verbal praise from housemates. Dependent variables were observations of positive and negative interactions between the targeted youths and their housemates. Results generally indicated positive effects for the procedure regardless of whether targeted youth were giving or receiving positive comments from housemates. |
| |
| |