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| Practical Issues in Treatment |
| Sunday, May 27, 2018 |
| 4:00 PM–5:50 PM |
| Manchester Grand Hyatt, Seaport Ballroom A |
| Area: PRA |
| Instruction Level: Basic |
| Chair: Kelli Minton (ECU) |
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| A Behavioral Approach to Sleep Coaching for Children With Autism and Other Neurodevelopmental Disorders |
| Domain: Service Delivery |
| KATHRYN HOLLORAN (A Piece of Mind) |
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| Abstract: This paper will outline a behavioral approach to teaching children with Autism or Developmental Delays to sleep independently. Strategies and interventions will follow the A-B-C framework, and modifications and specific applications to different situations will be discussed. The paper will include detailed plan templates for children in early-, intermediate- and advanced- learner stages. Additionally, the paper will outline strategies around the three major areas of sleep challenges: trouble falling asleep at bedtime, trouble staying asleep, and nighttime sleep disorders such as Obstructive Sleep Apnea, Restless Leg Syndrome, Sleepwalking and others. The first section of the paper will outline general issues faced by families with kids with Autism and Developmental Delays. The second section of the paper will outline the Functional Behavior Assessment information of sleep challenges faced by children with Autism and Developmental Delays. Utilizing a Competing Pathways Model, the paper will identify Antecedent, Teaching and Consequence Strategies. Next, specific sleep disturbances will be explored and addressed through behavioral strategies. Lastly, plan templates / outlines will be shared for early learners, intermediate learners, and advanced learners. Modified materials, strategies and interventions are imperative for effective sleep plans. Data sheets, progress monitoring resources and troubleshooting strategies will be shared as well. |
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| Impact of Functional Behavioral Assessment and Independent Group Contingencies on Activity Levels of Obese Adolescents |
| Domain: Service Delivery |
| KELLI MINTON (East Carolina University) |
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| Abstract: Traditional exercise group interventions fail to identify each person’s unique reason for target sedentary behaviors (i.e. escape from aversive physical sensory experience, escape from difficult or lengthy task). Thus, traditional group interventions can lend themselves to encouraging escape, avoidance, and terminating behaviors. All exercise activities consist of chains of behaviors which are specific, objective, directly observable and measurable. In our work, we conducted functional assessments using three-term contingencies (ABC profile) and collected data on frequency and duration of target behaviors. This informed individualized function based interventions in an individual group contingency. |
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Training Parents on How to Implement Preference Assessments Critical Steps |
| Domain: Service Delivery |
| DANIELA MENDONÇA RIBEIRO (Universidade Federal de Alagoas; Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Brazil), Fernanda Mota (Universidade Federal de Alagoas, Brazil), Ana Carolina Carolina Sella (Universidade Federal de Alagoas, Brazil), Leonardo Brandão Marques (Universidade Federal de Alagoas, Brasil) |
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| Abstract: For years, the scientific literature has shown that training parents in the implementation of behavior analytic procedures can be beneficial to both the child with Autism Spectrum Disorder (ASD) and to the parents themselves. One skill that tends to be a part of any parent training in behavior analytic procedures is how to assess child's preference. The purpose of the present paper was twofold, to review the literature on preference assessment training, and to develop a curriculum to teach parents to implement different preference assessment procedures. We identified 14 basic steps that should be mastered by parents, such as filling out a preference assessment form, sorting out and presenting stimuli, giving efficient instruction, and giving access to the preferred item. We designed a simulator which will implement the teaching procedures for the 14 basic steps by playing both the trainer's role, providing instructions and feedback for parents' responses, and the child's role, providing the parents the opportunity to respond based on the child's behavior on each trial. We discuss the feasibility of remote training and its advantages and disadvantages when compared to live training. |
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Assessing Behavior to Inform Treatment: A Behavioral Interpretation of Cognitive Screening Instruments Used in Aging Primary Care |
| Domain: Service Delivery |
| BRIAN MACNEILL (Western Michigan University), Jonathan C. Baker (Western Michigan University), Lyndsay R. Williams (Western Michigan University) |
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| Abstract: The number of individuals with dementia is large and growing in the United States. Cognitive screening instruments are a common tool used to identify individuals with impairments and track the progression of those impairments. These instruments typically assess deficits using a structural (e.g., focusing on cognitive domains) rather than functional interpretation (e.g., focusing on stimulus-response relations). This paper provides a functional analysis of cognitive screening instruments, followed by guidelines for how behavior analysts can interpret and use assessment results for treatment planning and research. In this paper, we (a) briefly review common cognitive screening instruments used in primary care settings and their utility, while noting cognitive domains assessed (b) interpret those domains from a behavior analytic perspective and (c) provide recommendations for those providing services in the area of gerontology, including the potential behavior analytic utility of existing cognitive screening instruments as well as possible behavioral assays that could be developed. The benefits of a behavioral interpretation for those administering cognitive screening instruments and future directions regarding the role of behavior analysis in the development and refinement of assessments in the area of neurocognitive disorder are discussed. |
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