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| Performance and Progress Assessment in Autism Intervention |
| Monday, May 31, 2004 |
| 3:00 PM–4:20 PM |
| Back Bay A |
| Area: AUT |
| Chair: Kirsty MacIver (University of North Texas) |
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| A Comparison of Visual Analysis Methods in Autism Early Intervention |
| Domain: Applied Research |
| KIRSTY MACIVER (University of North Texas), Yusuke Hayashi (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Tanya Baynham (University of North Texas), Camille Parsons (University of North Texas) |
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| Abstract: Behavior analysts make ongoing assessments and evaluations of behaviors using objective measurement systems that produce quantifiable data. They use this information to make data based programming decisions and to demonstrate the effectiveness of the interventions employed. The purpose of this presentation is to illustrate the different types of information that various forms of data analysis yield.The extent to which data based decisions can be made and program effectiveness convincingly demonstrated depends largely upon how effectively the data are visually analyzed. Early intensive behavioral intervention programs for children with autism demand individualized treatments across many skill domains. The critical information required to make a treatment decision within and across domains will vary depending upon the behavior of interest, concurrent programming, client and staff factors, and the nature of the decision to be made. One data set for one client will be graphed in variety of ways to allow direct comparison between methods of visual analysis. The advantages and disadvantages of each method will be discussed in terms of the kinds of decisions that can be made given such information. Implications for clinical application will be discussed. |
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| An Observation and Data Analysis System to Assess General Outcome in Autism Early Intervention Programs |
| Domain: Applied Research |
| CAMILLE PARSONS (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Joel Greenspoon (University of North Texas), Richard L. Anderson (University of North Texas) |
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| Abstract: Direct, repeated measures of performance within autism intervention programs facilitates evaluation of the effectiveness of specific interventions and overall progress within the intervention program. This paper presents an observation and data analysis system for repeated outcome measures to be used as a supplement to "recommended practice" measures (performancemeasures before, during and after each specific treatment under teaching and generalization conditions). The system includes the observation and analysis of the classes of behavior most relevant to autism (verbal behavior, social behavior, and activity engagement) across seven environmental conditions: play alone, play with parents, play with siblings and peers, teaching interactions with parents and teachers, family routines and community activities. Data will be presented from one child at the onset of treatment, at 6 months of treatment, and at 12 months of treatment. Data includes repeated outcome measures as well as ongoing treatment data and social validity assessments. Implications for the impact of this system on the assessment of autism intervention effectiveness will be discussed. |
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| Effectiveness of Supervisor Written Notes on Employee Behavior |
| Domain: Applied Research |
| LELA REYNOLDS (Florida State University, Panama City), Colin Peeler (Florida State University, Panama City) |
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| Abstract: In an era in which the quantity and frequency of behavior analysis services are dictated by cost instead of effectiveness, behavior analysts are being forced to find more efficient methods of supervising and training behavior assistants. As an example, a University based in-home program for children with autism, ABOVE ALL, employs 16 behavior assistants who work one on one with clients and are supervised approximately twice a week (one on-site and one case management meeting). One method that has become popular among similar programs is to supervise one or two therapists and provide them with feedback while leaving written notes in the program book for the rest of the therapists to read. The desired outcome is that the supervisor’s notes will serve as an Sd for the desired therapist behaviors. While the use of written feedback (reinforcement and/or corrective feedback) has been shown to be effective at improving employee performance, it is unclear whether supervisory notes (i.e., instructions) would be sufficient to change employee behavior. The purpose of this study was to evaluate the effects of supervisory notes on employee behavior. Each week the supervisor provided on-site training and supervision to a therapist at the end of which she would leave clear and specific written instructions regarding changes to make in the client’s program. Each therapist was required to read and initial the supervisor’s notes before starting their next session. The supervisor or another observer recorded the percentage of instructions each therapist complied with. Results will be discussed in reference to the difficulties associated with monitoring in-home programs for children with autism and possible solutions to those difficulties. |
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