Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


42nd Annual Convention; Downtown Chicago, IL; 2016

Event Details

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Symposium #438
CE Offered: BACB — 
Ethics in Transition Programming
Tuesday, May 31, 2016
10:00 AM–10:50 AM
Vevey 1 & 2, Swissotel
Area: CSE/DDA; Domain: Translational
Chair: Laura Bassette (Ball State University)
CE Instructor: Laura Bassette, Ph.D.

Achieving the best outcomes for individuals with intellectual and developmental disabilities in adulthood begins with an early interdisciplinary teamwork including multiple types of activities related to transition. Practical and ethical considerations should include who should be involved, what skills should be taught, where these services should be offered, when they should be delivered, how services should be delivered, and why they should be taught. This symposium will address ethical considerations involving interagency collaboration across the lifespan, creating a balance in teaching academic, functional, and self-determination skills, the need to consider community settings and programming for generalization across settings, and how technology can facilitate skill acquisition across settings. There is a need for practitioners to consider these areas when working with children as they transition through various services with a mindful approach about factors related to adult outcomes including quality of life, sustainability of naturally occurring contingencies, resources allocated, and both individual and societal benefits. The symposium will present the various ethical considerations associated with selecting skills that are most relevant to long-term goals, precursory skills, and environmental factors related to the utilization of those skills.

Keyword(s): ethics, self-determination, technology, transition
Ethical Concerns, Applications, and Contrast in Transitional Programming Scenarios
FRITZ KRUGGEL (Indiana Mentor)
Abstract: Early, on-going, conscientious effort must be taken to ensure that the individuals being served remain at the forefront of any transitional programming effort. Appropriate support delivered in a collaborative, interpersonal and interagency approach is critical to ensuring successful transition outcomes for people with intellectual and developmental disabilities (I/DD) in intensive clinical and post-secondary settings. The efficacies promoted as a consequence of these factors can be enhanced via programming and skill development strategies that balance concerns related to “dignity of risk”, organizational regulations, and contingencies both present and absent in the terminal transition environment. Furthermore, the 2016 Professional and Ethical Compliance Code for Behavior Analysts emphasizes, among other concerns, the need for interagency collaboration. This presentation will discuss how behavior analysts can uphold and advance their ethical obligations through interagency collaboration, programming for generalization, focusing on the sustainability of naturally occurring reinforcement, and how these will ultimately benefit both the individuals’ served and their surrounding community.
The Practical and Ethical Considerations for Using the FITT Model to Promote Independence in Transition
EVETTE A. SIMMONS-REED (Ball State University), Jennifer Marie Cullen (Ball State University)
Abstract: Using technology to empower students with intellectual and developmental disabilities to become self-determined adults starts with a good match. Successful transition outcomes for young adults with disabilities can be enhanced through universal and assistive technology. The long and short-term benefits of the Self-determined Learning Model of Instruction (SDLMI) include: providing a self-directed process to facilitate assessment, teaching, and evaluating how supports promote independence for students with disabilities. Universal and assistive technology was used to help students acquire skills (e.g., academic, employment); however, environmental factors (e.g., specific job, course content) frequently determine the technology selected and used. The Facilitating Independence through Technology (FITT) model encompasses the SDLMI and outlines the process of matching appropriate tools and apps. Specifically, the FITT model identifies how to find the right technology based on individual preferences, interests, needs, strengths, and overall daily activities. Through facilitating assessment, instruction on use of the process in employment settings, trying it on for size, and tweaking, students are able to maximize the tools to facilitate independence across settings and activities. This presentation will discuss the FITT model, how it can be implemented, and follow-up steps to enhance independence that result in successful employment and educational outcomes.
Ethical Considerations in Skill Selection for Transition-Aged Students
LAURA BASSETTE (Ball State University)
Abstract: Individuals with intellectual and other developmental disabilities (e.g., autism) continue to face significant challenges in independent living, employment, and community access as they transition from school-based entitlement services into eligibility-based adult service systems. It is critical for behavior analysts to consider the types of skills being taught to students and the behaviors addressed to ensure relevancy in inclusive real-world settings. While the question of what to teach should be individualized with the client at the center, it is critical to find a balance between functional (e.g., activities of daily living), meaningful (e.g., recreational activities), and academic (e.g., mathematics) skills during instruction to ensure the best possible post-school outcomes. The purpose of this presentation will be to review instructional strategies to effectively address these skills. Additionally, an example of a behavioral-based intervention that utilized technology to teach safety skills to students with a moderate intellectual disability during community-based instruction using a multiple probe across participant will be reviewed. The ability to efficiently, effectively, and economically identify and teach skills to assist individuals with I/DD in achieving ideal quality of life outcomes will be discussed.



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