|Family-Centered Dissemination of Interventions|
|Saturday, May 25, 2019|
|3:00 PM–3:50 PM |
|Hyatt Regency West, Lobby Level, Crystal Ballroom C|
|Area: DDA/AUT; Domain: Translational|
|Chair: Claudia Campos (Florida Institute for Technology)|
|Discussant: Andrew L. Samaha (University of South Florida)|
|CE Instructor: Claudia Campos, Ph.D.|
For interventions to make meaningful changes in the lives of clients and their families, they should be generalized to home settings. These two presentations address challenges faced during generalization to family implementation. The first is on a pyramidal approach to training in which primary caregivers learn how to implement an intervention, and then train others in their family to use it as well. The second is on the use of static or dynamic symbols to indicate when reinforcement is and is not available within a multiple schedule. A discussant, Dr. Andrew Samaha, will provide inside and commentary on these presentations.
|Instruction Level: Intermediate|
|Keyword(s): multiple-schedules, parent-training, problem behavior, pyramidal training|
|Target Audience: |
Behavior analysts who work with children with challenging behavior.
|Learning Objectives: 1. Why might different families require training beyond just the parents? 2. What is the benefit of static versus dynamic signals to indicate reinforcer availability/unavailability? 3. How does the use of multiple schedules preserve the contingency between an alternative response and the reinforcer that previously maintained problem behavior?|
|Culturally Adapted Services: Using Pyramidal Training to Teach Behavior Analytic Procedures to Hispanic Families|
|MARLESHA BELL (University of South Florida), Sarah E. Bloom (University of South Florida), Anna Garcia (University of South Florida)|
|Abstract: Research has demonstrated that disparities exist in Applied Behavior Analysis services among Hispanic children with developmental disabilities. One way to reduce disparities is to develop treatments that are congruent with Hispanic families’ customs and cultural values so they are more likely to adopt the treatment in their home. For example, some Hispanic families follow the cultural value familismo. Familismo refers to strong family closeness, and getting along with and contributing to the well being of the nuclear and extended family. In addition, parent training is an important component of Applied Behavior Analysis therapy because it helps generalize and maintain the results in their typical environment. Typically, clinicians train all members of the household, but it is important to consider specific cultural values when choosing parent training models. Therefore, if we identify parent training strategies that are congruent with Hispanic families’ they may be more likely to adopt the training, learn the procedures, and implement them with high treatment fidelity. Thus, the purpose of this study is to use pyramidal training to teach family members who are caregivers for individuals with developmental disabilities to conduct behavior analytic procedures.|
Comparing the Effects of Static and Dynamic Signals During Multiple Schedules
|CLAUDIA CAMPOS (Florida Institute of Technology), Sarah E. Bloom (University of South Florida), Lori Ann Kollin (University of South Florida)|
Functional communication training (FCT) is effective in reducing problem behavior. Some limitations to FCT include manding excessively (e.g., every 10 seconds) or at inappropriate times (e.g., when parent is making dinner). Multiple schedules using static signals have been used to decrease these limitations while maintaining low levels of problem behavior and appropriate levels of functional communication responses (FCRs). Dynamic signals in the form of Time Timers® have also been shown to maintain appropriate levels of problem behavior and FCRs. Presently, no research has examined the comparison of static and dynamic signals within the context of FCT. Therefore, the purpose of the current study is to compare the effects of static and dynamic signals (i.e., Time Timer®) during multiple schedules consisting of reinforcement and extinction components following FCT. Four children with an autism spectrum disorder participated in this study. Results showed that for three out of four subjects dynamic signals resulted in faster and more consistent discriminated responding.