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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.

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43rd Annual Convention; Denver, CO; 2017

Event Details

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Paper Session #450
Contextual Issues in Staff Training
Monday, May 29, 2017
11:00 AM–11:50 AM
Convention Center Mile High Ballroom 2A
Area: PRA
Instruction Level: Basic
Chair: Mamie Thompson (University of Utah)
Intervention Implementation With Fidelity: Best Practices in Staff Training Through Behavioral Teleconsultation
Domain: Service Delivery
MAMIE THOMPSON (University of Utah ), Bradley Bloomfield (University of Utah ), Racheal Clark (University of Utah ), Aaron J. Fischer (University of Utah)
Abstract: Behavioral teleconsultation utilizes the procedures of behavioral consultation through the use of modern technologies (e.g., smartphones, tablets, laptops, smart watches) to conduct interviews, observe behavior and collect data, and coach parents and school staff. This occurs across different modalities including videoconferencing software, phone conversations, email, and text message, among others. Despite their availability, these technologies are not being utilized to their potential to reach underserved populations (Fischer, Clark, Asking, & Lehman, in press). The current study evaluated the procedural fidelity of telepresence robot behavioral teleconsultation with teachers in underserved areas of Utah. Through behavioral teleconsultation, teachers and parents (hereafter consultees) were instructed to implement compliance procedures under the supervision of a trained behavioral consultant; wherein data on client behavior and consultee procedural fidelity was collected. Consultees were evaluated on procedural fidelity, and received behavior specific feedback based on the data collected. Visual analysis of the data showed an increase in student compliance, with high levels of procedural fidelity across participants. Although feedback and further training may be necessary during the provision of behavioral teleconsultation services, it could also address shortages of behavior analysts in underserved areas, as well as increase access to services for students with disabilities.
 
Creating a Verbal Community for Describing Emotional Responses Withina Contingency Lens: The Effects of a Brief Training Workshop
Domain: Applied Research
REGAN GARDEN (University of North Texas), Shahla Susan Ala'i-Rosales (UNT), Jesus Rosales-Ruiz (University of North Texas), Lucero Neri (University of North Texas), Isabel L. Cunningham (University of North Texas)
Abstract: Observing emotional responses is recognized as a valuable clinical skill in a variety of professions including applied behavior analysis. Emotional responses can flag possible contingencies thereby guiding a behavior analysts selection of measures, goals, and effective procedures. Noticing emotional responses during family interactions allows behavior analysts to identify potential interlocking contingencies and design effective interventions. Emotional responses are socially significant and behavior analysts are sometimes called upon to help increase desirable emotions or to teach clients to observe emotional responses. Two studies evaluated the effects of a workshop on the description of emotional responses by behavior analysts-in-training. Rather than teaching students to observe the topographies of emotional responses, the workshops focused on the creation of a verbal community in which descriptions of relations between emotional behaviors and environmental events were reinforced. The first study evaluated the effects of the workshop utilizing an A-B design. The second study utilized a multiple baseline design. Both studies used probe assessments in which participants watched short video clips of family interactions and wrote descriptive narratives creating a permanent record for quantitative evaluation and analysis. Results are discussed in the context of training applied behavior analysts and the role of emotions in clinical practice.
 
 
 

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