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| Graphic Display and Analysis of Acquisition and Performance Behaviors |
| Monday, May 28, 2018 |
| 4:00 PM–4:50 PM |
| Manchester Grand Hyatt, Coronado Ballroom DE |
| Area: DEV |
| Instruction Level: Intermediate |
| Chair: Sal Ruiz (The Pennsylvania State University) |
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| BCBA Decision Making Using a Standardized Graphing Display to Determine Function of Challenging Behavior |
| Domain: Applied Research |
| SAL RUIZ (The Pennsylvania State University) |
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| Abstract: Behavior Analysis relies on the use of visual to displays to guide decision making. Specifically, Functional Analysis (FA) relies on the use of multi element designs and research has shown that structured criteria assists in increasing agreement. Other researchers have demonstrated that some visual aids (e.g. trend lines) and quantification of values can further support increased agreement. The Functional Analysis Celeration Chart (FACC) provides a standardized graphical display, that includes visual supports in one view, and the quantification of level. An experiment that included recharted FA data from well referenced manuscripts and distributed to Board Certified Behavior Analysts with varying levels of experience demonstrated that participants can determine the correct maintaining variables approximately 53% of possible responses across types of results. Additionally, without the use of structured criteria, quantification appeared to assist in decision making. With further development of structured criteria the FACC may provide assistance in determining function of challenging behavior. |
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| Skill Learning and Expert Performance |
| Domain: Theory |
| PARSLA VINTERE (CHE Senior Psycholgical Services; Elaine Kaufman Cultural Center) |
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| Abstract: The goal of the skill learning research is to produce knowledge and understanding how skills, especially motor skills, are acquired and performed and find out what sets expert performers apart from other performers. Research on the development of expertise by means of deliberate practice is receiving much attention and having potential implications not only for education and training of athletes and performers but also for such fields as rehabilitation, study movement disorders, elderly populations and people with disabilities. What are the practice characteristics in terms of its quantity and quality? Does practice make perfect? Many of the studies conducted in this area represent cognitive and neurocognitive perspectives and relatively few studies represent a behavioral analytic perspective. The purpose of this paper is to examine the components of deliberate practice in motor-skill learning from the behavioral analytic perspective. A particular attention will be given to the conceptualization of a given motor skill and variable contingency analysis in practice situations. Possible research directions will be discussed for developing optimal motor-skill performance. |
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