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| Topics in Practice: Behavior Analysis Approaches |
| Wednesday, November 15, 2017 |
| 4:30 PM–6:20 PM |
| Scene DEF, Niveau 0 |
| Area: PRA |
| Chair: Barbara Metzger (Troy University) |
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| Empowering Parents of Children With Special Needs in China: A Culturally Sensitive Approach |
| Domain: Service Delivery |
| DIANNA HIU YAN YIP (P.L.A.I. Behaviour Consulting) |
| Abstract: Parents of children with special needs play an important role in their children's learning and development. Many of them face numerous challenges on a daily basis. From getting their children to eat their breakfast to bedtime routine, many activities and routines most families take for granted, can be difficult. To improve the quality of life of these families, empowering them to support their children is essential. Through working with a local special needs school in HK in the school year of 2015/2016, a parent training program designed for Chinese families was created. This parent training program focused on using evidence based strategies on routines that were relevant for the participated parents. The training was run in a small group format. Through short lectures, focus on discussions and role play, and home visits, we had anecdotal reports of dramatic decrease in problem behaviours at home with most of the participants. Encouraged by this outcome, we are working with another local special needs school in HK and with a special education centre in southern China to run this parent training program in the school year of 2016/2017. Data will be collected this time to investigate the effectiveness of this program. |
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| Teaching Pre-Sports Skills to Young Children With Autism: The Synergy of ABA and Kinesiology |
| Domain: Service Delivery |
| BARBARA METZGER (Troy University), Candice Howard-Shaughnessy (Troy University) |
| Abstract: A characteristic of a quality applied behavior analysis curriculum for teaching young children with autism spectrum disorder (ASD) is that it is comprehensive. Behavior analysts have to master teaching a wide variety of skills such as communication, imitation, play, social, self-help, and academic. In recent years, more emphasis has been placed on teaching play and social skills as part of a quality program. The majority of clients with ASD are boys, and a large component of play and social interactions for many boys involves sports. Thus, it is important for behavior analysts to teach basic locomotor and object-control skills that will facilitate future participation in sports, what we call pre-sports skills. For behavior analysts who have limited experience participating in sports and/or teaching pre-sports skills, collaborating with an expert from the field of kinesiology, the study of body movement, can be valuable. This presentation will introduce the study of body movement to behavior analysts by (a) discussing the benefits of collaboration between behavior analysts and experts in body movement; (b) reviewing an easy to use assessment tool, Test of Gross Motor Development (3rd edition); and (c) presenting teaching targets for pre-sports skills such as jumping, hopping, sliding, striking, catching, and running. |
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| CANCELED: The Effectiveness Of Using A Visual Board And Reinforcement During Feeding Therapy |
| Domain: Applied Research |
| KATARZYNA M BABIK (University of Social Sciences and Humanities
Department of Paediatrics, the Medical University of Warsaw) |
| Abstract: Children with the feeding difficulties are likely to engaged in inappropriate mealtime behaviors (IMB) which may interfere with the developmental of age-typical feeding skills and may require intervention to increase appropriate eating. The purpose of the current study was to investigate the effectiveness of using a visual board involving delivery of tokens and a differential reinforcement of alternative behavior (DRA) paired with verbal praise as a procedure to increase solid intake and decrease inappropriate behaviors during mealtimes for a child with food refusal. A tangible preference assessment was run to identify a reinforcer. Non-preferred food was identified via an interview with the childs parents and used across all sessions. Initially each instance of acceptance resulted in access to a preferred activity, verbal praise and removal of the token from the visual board. Following an increase in acceptance the tokens on the visual board required for exchange to a preferred activity were increased. Results demonstrated that the differential reinforcement of alternative behavior, visual board and verbal praise increased levels of acceptance and decreased levels of inappropriate behaviors from baseline. |
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| CANCELED: What Does Theory Have to do With it?: How a Behavioral Account of Self-Awareness Can Facilitate Treatment of Agnosognosia |
| Domain: Applied Research |
| CHRISTINA M. PETERS (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: While applied behavior analysis has expanded greatly, there remain many issues relating to complex human behavior that are yet undeveloped. This is important as further development in these areas could provide vast opportunities for dissemination of our science. One example of this is a behavior analytic account of awareness. This paper will explore various behavior analytic accounts of awareness. Special attention will be paid to an interbehavioral account of private events, as it appears to offer a more comprehensive and coherent account as compared to a radical behavioral account. The importance of expanding upon the behavioral account of awareness will be demonstrated via a discussion of a specific self-awareness disorder ?agnosognosia? which emerges secondary to traumatic brain injury and other neurocognitive and psychiatric disorders. In this specific case, a more robust understanding of self-awareness may have important implications to the treatment of this disorder as well as offer new avenues for dissemination of our science. |
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