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| Disabilities, Advocacy, and International Development |
| Monday, May 28, 2018 |
| 4:00 PM–4:50 PM |
| Marriott Marquis, Marina Ballroom D |
| Area: CSS |
| Instruction Level: Intermediate |
| Chair: Carmen R. Britton (UConn) |
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| Institutionalized Youth With Disabilities in the Philippines: Responsible Conduct and Sustainable Practice |
| Domain: Service Delivery |
| CARMEN R. BRITTON (University of Connecticut) |
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| Abstract: In light of significant constraints related to direct behavioral analytic service delivery in low-resource settings, this paper discusses the process and utility of aggregating 34 individual skill assessments of children with developmental disabilities in an orphanage in the Philippines from 2010-2012. Objectives within the Developmental Teaching Objectives Rating Form - Revised were translated and culturally adapted by staff at the center. Over the course of six months, three staff learned to conduct the assessments. Results identified the developmental level of each child as well as numerous milestones in need of mastery. Environmental conditions within the center meant individual interventions were not feasible or ethically sound, therefore, aggregated data was used to develop small group instruction; identify significant environmental constraints limiting skill development; and improve staff and organizational capacity. This paper highlights recommendations for sustainable practice, ethical issues with service delivery in international and low-resource settings, and methods that may be used to identify pervasive environmental contingencies within a particular treatment setting in an effort to improve service delivery for groups of individuals. These methods can be ethical, cost-effective, time efficient, and lead to improved and sustainable service delivery in settings with very limited resources. |
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An Evaluation of an Advocacy Training Tool for People With Disabilities |
| Domain: Applied Research |
| E. ZHANG (University of Kansas), Glen W. White (University of Kansas) |
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| Abstract: Self-advocacy skills can help people with disabilities protect their rights against discrimination. The current study evaluated the effectiveness of the Advanced Advocacy Training Package (AATP) in teaching advocacy skills through writing letters, emails and making phone calls. We used a multiple baseline across three groups of participants design. The training included participants learning the AATP, followed by feedback sessions provided by the researcher when participants did not achieve the mastery criterion (scoring = 80% for two letters consecutively). We also developed an advocacy template using Microsoft Word to assist participants' writing. We obtained social validity data by asking participants to write and send advocacy letters addressing personal disability rights concerns. Email writing and making phone calls were probed before and after the letter writing training. Results indicated that self-learning of the AATP had modest to large effects on improving participants' letter writing skills. Four of the five participants required feedback training to achieve the mastery criterion. Several personal disability rights concerns, used as a generalization probe (e.g., obtaining permission to own an emotional support animal from landlord) were addressed and resolved. The results showed that the intervention helped participants develop more effective communication to advocate for personal and community change. |
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