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| Enhancing Positive Behavior Support for People with Severe Disabilities Through ehavior Analysis Technology |
| Sunday, May 30, 2004 |
| 1:30 PM–2:50 PM |
| Constitution B |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Dennis H. Reid (Behavior Analysis and Support Center) |
| Discussant: Marsha B. Parsons (Western Carolina Center) |
| Abstract: Learning Objectives
Describe a simulated teaching strategy to enhance on-the-job work skills among supported workers with autism
Name three procedural components for a teaching program to reduce resistance to teaching among people with profound multiple disabilities
Describe a step-wise procedure for using choice of activities to increase leisure activity among adults with severe disabilities in supported independent living |
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| Teaching Work Skills to Adults with Autism: Job Support versus Support Plus Simulation Training |
| LINDSEY P. LATTIMORE (Western Carolina Center), Marsha B. Parsons (Western Carolina Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center) |
| Abstract: Acquisition of job skills by four adults with severe autism within a supported work placement was compared under two teaching conditions: teaching exclusively through on-the-job support and teaching through on-the-job support plus simulation training away from the work site. Observations with at least 80% interobserver agreement measures were conducted throughout baseline and all teaching conditions. Baseline observations indicated each participant was well below criterion skill acquisition (requiring demonstration of independence on at least 80% of task-analyzed job steps). Result of the teaching interventions indicated that criterion skill acquisition consistently occurred more quickly when teaching occurred both on-the-job and with simulation training away from the work site relative to teaching only through on-the-job support. Results are discussed in regard to supplementing currently espoused job-support models with supported workers with autism with more traditional behavioral teaching services in order to maximize desired job performance. |
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| Reducing Resistance and Unhappiness Among People with Profound Multiple Disabilities During Teaching Sessions |
| SUSAN PASSANTE (Western Carolina Center), Carolyn W. Green (Western Carolina Center), Jeannia Elaine Rollyson (Western Carolina Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center) |
| Abstract: A four-step program was used to reduce resistive behavior and indices of unhappiness that occurred during skill-acquisition teaching sessions among three adults with profound multiple disabilities. Following development of operational definitions and reliable measurement (at least 80% interobserver agreement) of resistive behavior and indices of unhappiness, preferred activities drawn from person-centered plans were provided immediately before, during, and after each teaching session with each participant. Results of a multiple probe design across participants showed near 100% reduction in both resistive behavior and indices of unhappiness for each participant relative to baseline levels. There was no negative impact of the preference-enhancing procedures on participant skill development, and social acceptability data indicated that the participants preferred the teaching sessions during the intervention more than the traditional baseline sessions. Results are discussed in regard to increasing preferred attributes of teaching programs as a means of reducing certain types of challenging behavior among people with highly significant disabilities that coincides with a positive behavior support value system. |
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| Overcoming Leisure Inactivity Among People with Severe Disabilities in Supported Independent Living |
| PHILIP G. WILSON (Louisiana State University Health Sciences Center), William C. Graham (Louisiana State University Health Sciences Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center), Carolyn W. Green (Western Carolina Center) |
| Abstract: Observations were conducted of the in-home leisure activity of adults with severe disabilities in supported independent living arrangements. Results of the observations (conducted with at least 80% interobserver agreement between observers) indicated a high prevalence of inactivity during leisure time. Subsequently, a program involving repeated choices of leisure activities based on assessed preferences and leisure pursuits of people without disabilities was provided for each of three participants in a multiple probe fashion across participants. Results indicated that percentage of observation intervals with leisure activity increased by over 100% for each participant relative to baseline levels. Results are discussed in regard to the common (mis)assumption that residing in a supported independent living arrangement in and of itself will enhance various aspects of quality of life among people with severe disabilities, and that specific behavior analysis technologies are likely to be needed to ensure supported independent living is accompanied by desired lifestyle activity. |
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