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| Florida Behavior Analysis Services Program: Applications and Outcomes |
| Monday, May 31, 2004 |
| 9:00 AM–10:20 AM |
| Conference Room 3 |
| Area: CBM; Domain: Applied Research |
| Chair: Michael Stoutimore (Behavior Analysis Services Program) |
| Abstract: Learning Objectives
The participant will be able to identify potential variables impacting Behavior Analysis service provision.
The participant will be able to identify one possible approach to successful Behavior Analysis service provision.
The participant will be able to identify one way to decrease caregiver training time. |
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| One Approach to Promoting Behavior Analysis: So Far, So Good |
| JANET L. MONTGOMERY (University of Florida), Warren Slater Barnes (University of Florida) |
| Abstract: The Behavior Analysis Services Program began offering services to all districts in Florida after an initial pilot project in one region. Behavior Analysts have worked diligently to address the needs of child victims of neglect and abuse and to provide training and in-home support to their caregivers. In the present paper, we discuss an analysis of several potential variables responsible for the success of the program in one particular district. These variables include descriptions of available services to those who care for child victims of maltreatment, interactions with other service providers, and interactions with recipients of our services. Results are discussed in terms of the number of referrals for services across an 18-month period. In addition, placement stability of children whose caregivers received services is reviewed. |
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| Dependent Children and Public Schools: Florida’s Behavior Analysis Services Project Continues… |
| WARREN SLATER BARNES (University of Florida) |
| Abstract: The effects of behavior analytic interventions were assessed for child victims of maltreatment in an educational setting. Interventions were designed for 4 children, ages 4 to 9 years, assigned to either regular and/or special education classrooms. These children engaged in physical aggression and disruptive behaviors and demonstrated poor social interaction skills. The intervention component involved one or more of the following: a) differential reinforcement, b) teacher training, c) increased communication between parents and teachers, and d) teaching children an appropriate alternative response to problem behavior. Results showed reductions in the frequency of problem behavior; increases in overall academic performance, and transitions from special education settings to mainstream classroom settings during the course of the intervention, and during follow -up. |
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| The Impact of Behavior Analysis Services On Runaways in Florida |
| JENNIFER A. JOHNSTON (University of Florida), David E. Lee (University of Florida), Warren Slater Barnes (University of Florida), Laraine Winston (University of South Florida) |
| Abstract: In the State of Florida’s Behavior Analysis Services Program, Behavior Analysts provide assessment and intervention services to children who frequently run from designated placements. Presumably, the efficacy of interventions designed to reduce the likelihood of run episodes could be assessed by evaluating changes in the rate of run episodes, changes in the duration of run episodes and changes in the time between runs. In the current paper, data are presented on each of the aforementioned variables while highlighting practical limitations in assessing the problem of running away generally, and in measuring the efficacy of behavior analysis services to address the problem, specifically. Finally, implications of a statewide runaway tracking system are discussed. |
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| Improving Competency Achievement by Parents who use SAFMEDS during Parenting Tools for Positive Interactions Training |
| KARIN B. SWARTZ (University of South Florida), Angelique M. Walsh (University of South Florida) |
| Abstract: Problem: Participants in the parent training for the Behavior Analysis Services Project have demonstrated improvement in parenting skills on post tests involving skill demonstration. However, less than 30% of participants are achieving “competency status” and demonstration of competent tool use is requiring many trials or visits by the behavior analysts.
Intervention: Some participants were provided SAFMEDS for concepts and terms used during the tools training. Timing and practice was only done during the regular class sessions. All other aspects of the training remained the same as for other classes provided by the behavior analysts.
Results: There was no difference on post test performance scores for the classes however, participants who used the SAFMEDS were able to achieve competency status more quickly than the participants who participated in only the typical training classes. This is a savings of behavior analyst time and overall improvement in outcome for the parent training curriculum. |
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