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| #410 Poster Session – TBA |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 133. BACC: Using Performance Management to Increase Participation in an Academic and Career Counseling System |
| Area: TBA; Domain: Applied Research |
| ALISON M. BETZ (Western Michigan University), Richard W. Malott (Western Michigan University), Jenny Skudrich (Western Michigan University), Mark Sigler (Western Michigan University), Mitch Fryling (Western Michigan University) |
| Abstract: The Behavioral Academic and Career Counseling (BACC) system is a subsystem of the Behavior Analysis Training System (BATS), designed my Richard W. Malott, BCBA. BACC provides comprehensive academic and career counseling to undergraduate students at Western Michigan University. Graduate students in the behavior analysis program manage the BACC system. The goal of BACC is to provide undergraduate students with the necessary information they need to achieve their goals academically and professionally. BACC utilizes performance management contingencies to optimize participation of MA student counselors as well as undergraduate participants. Through the use of these contingencies undergraduates receive personal counseling from MA students who are knowledgeable on the various fields, jobs, graduate programs, etc. available in the area of psychology. Together the undergraduate and graduate students set attainable goals and document them on a performance contract. BACC is responsible for overseeing all counseling appointments and assuring that the graduate students are prepared to provide quality services. BACC recruits students from Dr. Malott’s PSY 100H, 360, 460, and 499 courses as well as students from throughout the psychology department. Recently BACC has also made a wide range of information available to students on the BATS website. |
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| 134. The Professional Psychology Practicum System: Training Graduate Students to Obtain their Temporary Limited Licenses |
| Area: TBA; Domain: Applied Research |
| MEGAN M. COATLEY (Western Michigan University), Valerie Kaye (Western Michigan University), Carrie Gasparovic (Western Michigan University), Richard W. Malott (Western Michigan University), Tracy Brandenburg (Western Michigan University) |
| Abstract: The Professional Psychology Practicum is a system that trains graduate level student by providing professional experience and supervision. The students involved fulfill the requirements of the state of Michigan to obtain their Temporary Limited Licensure in Psychology. The Professional Psychology Practicum is a subsystem of the Behavior Analysis Training System (BATS). One of the practicum students serves as a “System Manager”. The system manager is in charge of running and improving the practicum. All the system participants attend a weekly supervision meeting in which they discuss the clients they are working with and interventions they are implementing. The system manager runs the meetings and records attendance. In addition, the system manager collects data on the satisfaction of the practicum members and suggestions in order to improve the system. The system manager is then responsible for implementing the appropriate changes. |
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| 135. Procrastination Habits of Students at Western Michigan University |
| Area: TBA; Domain: Applied Research |
| RHIANNON M. FANTE (Western Michigan University), Holly L. Bihler (Western Michigan University), Kate Kennedy (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Undergraduate and graduate students at Western Michigan University complete a survey describing behaviors that people usually don’t do but know they should (for example, flossing, exercising or studying); or engage in too frequently (such as eating junk food or smoking). The natural outcomes for these behaviors are either too small, though they may be of cumulative significance, or too improbable. The survey attempts to look at how these behaviors are related to accomplishments. From the results of these surveys, we can see if lack of self-management is a big problem. |
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| 136. Behavioral Aide Training: Integrating Online and Face-to-Face Instruction |
| Area: TBA; Domain: Applied Research |
| LINDA S. HEITZMAN-POWELL (University of Kansas), Joseph Furman Buzhardt (University of Kansas), Monika M. Suchowierska (University of Kansas), Kenda Morrison (University of Kansas) |
| Abstract: Effective teaching procedures for working with children with Autism require significant training to achieve high rates of implementation fidelity. Required training time and a paucity of community-based training, has resulted in a lack of Behavioral Aides (paraprofessionals) available to implement home-based programs. Consequently, the authors developed and assessed a two-component training program for paraprofessionals interested in working with children with Autism. Nine participants completed the program, which had eight two-component modules: 1) Online tutorials and 2) Skill-acquisition training. Effectiveness of the online tutorials was assessed with 1) pre-posttest gains, and 2) 20-item online quizzes following each module. Post training surveys assessed the perceived usability of the online tutorials and the social validity of tutorial content and skills taught. Overall, participants achieved a 17% pre-posttest gain (8 – 36%), and averaged 92.4% (89 – 95%) correct on the quizzes. Participants rated usability as 1.2, and satisfaction with tutorial content and skills as 1.8 and 1.5, respectively (on a scale of 1 to 5, 1 being the best). Because assessments were computer graded, reliability measures were not collected. Six-month follow-up surveys to be completed in November will also be reported. Implications of this type of training program and future directions will be discussed. |
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| 137. Treatment of Severe Aggression through Use of Antecedent Management: A Staff Training Model |
| Area: TBA; Domain: Applied Research |
| ANGELA F. SMITH (Melmark, Inc.), White Christopher (Melmark, Inc.) |
| Abstract: The severe aggression of an adult male diagnosed with autism, was decreased by training staff to use antecedent management strategies when precursor behaviors such as verbal and physical agitation occurred. Data suggests that aggression often resulted following the appearance of the precursor behaviors. An AB design was implemented in which staff who were unfamiliar with behavior analysis were trained in antecedent management strategies through role play and rehearsal. ABC data suggests that the antecedent management strategies were successful in decreasing verbal and physical agitation, which also decreased the likelihood of aggression occurring. Maintenance of the antecedent strategies was implemented through bi-weekly role-plays and rehearsals of the antecedent strategies among the immediate supervisors and staff. |
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| 138. Evaluating the Effectiveness of Staff Training Methods on Treatment Integrity with Direct Care Personnel |
| Area: TBA; Domain: Applied Research |
| KARENA SUZANNE RUSH (Sheppard Pratt Behavioral Health System), Jean Marie Leak (Sheppard Pratt Behavioral Health System), Bruce P. Mortenson (Towson University) |
| Abstract: Staff training methods have been widely assessed in the literature (Jahr, 1998; Reid & Parson, 1996). Staff training is often implemented in a package format including such components as: providing rational and underlying behavioral principles, direct instruction through role playing and modeling, and performance feedback. However, there is a paucity of research examining which components of staff training are tantamount to behavior change. In this study, staff training was broken down into three components. The effectiveness of each component was evaluated using a multiple baseline design. Subjects were direct care staff on an inpatient children’s unit specializing in behavioral treatment. Interobserver reliability data were collected across 34% of sessions with an exact agreement coefficient of 95.35% (range 81.4-100%). The results suggest that providing the rational and training in basic behavioral principles did not increase treatment integrity, rather both direct instruction and/or performance feedback were needed to increase and maintain high levels of treatment integrity. Implications for future practice and research are discussed. |
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| 139. Interobserver Agreement: Training for Observer Correspondence on 'Subjective' Behavior |
| Area: TBA; Domain: Applied Research |
| PATRICIA D. WHEAT (University of Florida), Jennifer A. Johnston (University of Florida), Marilyn K. Benham (University of Florida) |
| Abstract: Caregivers (n=203) who participated in the Family Safety/Applied Behavior Analysis Initiative parenting class (‘Parenting Tools for Positive Behavioral Change’) were observed performing the specific skills taught in the class during pre-tests and post-tests. Seven “tools” make up the specific skill sets. The number of steps per tool ranges from 6 to 22 steps.
Interobserver agreement (IOA) was obtained during pre- and post-tests on 19% of observations. Three behavior analysts and six professional training staff (nonbehavior analysts) recorded whether or not specific skills were demonstrated on each of the 7 tools. The 7 tools were broken down to specific steps that were trained ‘objective’ definitions to assure agreement of skills demonstrated. However, despite trained definitions, several steps became ‘subjective,’ as exemplified by observer drift.
This poster will examine the effects of training on IOA. Although training is thought to increase the amount of agreement, it may not have the desired effects on skills that include ‘subjective’ components, such as body language and social behavior. |
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| 140. Training Limited English Proficient Staff the Basic Principles of Applied Behavior Analysis |
| Area: TBA; Domain: Applied Research |
| JUAN-CARLOS LOPEZ (University of Kansas), Stephen C. Luce (Melmark, Inc.) |
| Abstract: This presentation describes a training program for attaining proficiency in the use of terms used in Applied Behavior Analysis and teaching techniques. The program was administered with limited English proficient (LEP) staff preparing to work in a residential facility for people with severe developmental disabilities. Four LEP staff and one native-English speaker participated. Two (50%) of the LEP staff met training criteria for vocabulary acquisition and three (75%) met criteria for teaching techniques. LEP staff took an average of forty-four 30-minute sessions to complete the training whereas the native-English speaker required four 30-minute sessions to reach criteria for vocabulary and teaching. One LEP staff member attained proficiency in the use of teaching techniques without vocabulary fluency. Inter-observer agreement on the dependent variable averaged 85% (range 70-100%). These results suggest that LEP staff need specialized training materials and additional training time to perform their job at levels comparable to those of the staff for whom English is their native language. The results are discussed in terms of similar research demonstrating the advantages of in situ training techniques to attain proficiency in human service staff. |
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| 141. Descriptions and Effects of Self-modeling on Teaching Behaviors in Preserive Teacher Education Programs in Korea |
| Area: TBA; Domain: Applied Research |
| HOSUNG SO (California State University, San Bernardino), Man Hee Choi (Busan I'Cons, Korea), Wooyoung Chung (Chung-Ang University, South Korea), Hayoung Kim (West Virginia University) |
| Abstract: The purpose of this study was to examine the relative effectiveness of SBA feedback using self-modeling in a physical education teacher education program in Korea. The subsequent purpose of this study was to examine the applicable use of technologically driven behavior analysis strategies and taxonomies into Korean teacher training programs. A theory- and culture-based teaching behavior coding scheme for Korean preservice teachers was developed for this study. Participants were three male and one female undergraduate students enrolled in a 12-week senior field-based teaching practicum course required for teaching certificate. Teaching performances in the mandatory 4 weeks field-based practicum of four undergraduates were observed during an 18-lesson soccer unit in a middle school. An A-B-A multiple-baseline was used. The B-phase consisted of self-modeling feedback and the multiple-baseline represented the differing times in which same sequential behavioral feedback treatment using self-modeling was administered. Results showed the self-modeling was effective in increasing teaching behaviors (i.e., demonstration, guidance, monitoring, task involvement, and feedback provision) and reducing non-teaching-related behaviors such as unnecessary time spent on managing equipment, negligence, and punishment. The initial validity and reliability of the data coding scheme developed for this study was found applicable and effective for observing and analyzing inclusive teaching behaviors. |
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| 142. Expanding Vocal Mand Repertoires Via Derived Relational Control in Adults with Developmental Disabilites |
| Area: TBA; Domain: Applied Research |
| CHRISTINE HALVEY (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: Mand training allows individuals with developmental disabilities to acquire functional skills necessary to communicate needs to others. When a mand repertoire is trained directly, the item manded serves as direct reinforcement for the mand. Some theorists; however, believe that directly trained mands do not constitute true verbal behavior due to the fact that mand repertoires are acquired based upon contact with direct contingencies of reinforcement as opposed to derived relations. The functional independence or dependence of the mand and the tact also plays a central role in the acquisition of functional communication skills essential for survival within the community. If there is functional dependence of the mand and tact, this may allow for the acquisition of manding and tacting skills in less time, which, in turn, allows for the expansion of verbal repertoires at a faster rate. The present study was conducted to determine if individuals with severe mental retardation could acquire categorical frames through derived manding in order to increase and expand their verbal repertoires within a vocational setting. The functional independence of the mand and tact was also addressed in an attempt to lessen the gap between opposing views seen in current research. Three individuals were taught to vocally mand for preferred items that were categorically similar. Conditional discriminations were established between the different categories, and participants were tested for the emergence of equivalence relations and the ability to vocally mand for desired items. Results indicated that persons with severe developmental disabilities can establish categorical frames through the acquisition of derived manding skills, as well as vocally mand for preferred items within the categorical frames. Results also indicated that mands and tacts appear to be functionally dependent. |
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