|Innovations in ABA Programming Delivered via Telehealth
|Saturday, May 23, 2020
|3:00 PM–4:50 PM
|Walter E. Washington Convention Center, Level 2, Room 207A
|Area: AUT/DDA; Domain: Applied Research
|Chair: Stephanie Gerow (Baylor University)
|Discussant: Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute)
|CE Instructor: Kevin C. Luczynski, Ph.D.
Many families of children with developmental disabilities are unable to access evidence-based practices due to a shortage of Board Certified Behavior Analysts (BCBAs). Telehealth technology can increase children's access to effective intervention from BCBAs. This symposium includes four presentations related to the use of telehealth technology to support families of children with developmental disabilities. One study consisted of a systematic review and meta-analysis. In two studies, parents were taught specific interventions to improve outcomes for their children with autism spectrum disorder (ASD). Finally, the fourth study consisted of an evaluation of a 2-month caregiver training program. Implications for practice and directions for future research will be discussed.
|Instruction Level: Intermediate
|Keyword(s): parent-implemented interventions, telehealth
The target audience is researchers, BCBAs, BCaBAs, and RBTs.
|Effects of Telehealth Mediated Behavior Analytic Interventions and Assessments on Subject Outcomes
|LESLIE NEELY (The University of Texas at San Antonio), Hannah Lynn MacNaul (University of South Florida), Emily Gregori (University of Illinois at Chicago)
|Abstract: The purpose of this review was to synthesize and evaluate the effects of telehealth-mediated behavior analytic assessments and interventions on subject outcomes. Reviews to date have primarily focused on the delivery of behavior analytic interventions via telehealth with subject outcomes being a distal outcome. However, as the effectiveness of telehealth-mediated behavior analysis is ultimately contingent on subject outcomes, this review and meta-analysis aims to focus on subject outcomes as the primary measurement. Researchers first conducted a systematic search and identified 40 articles that met inclusion criteria. Researchers then synthesized the articles according to the following categories: (a) participant demographic information, (b) dependent variables, (c) independent variables, (d) experimental design, and (e) subject outcome. Evaluation of study design was conducted on the level of the subject with a total of 34 single-case studies representing 186 cases (e.g., 186 assessments/interventions conducted with individual subjects) and six experimental and quasi-experimental designs. Of the reviewed cases, 42 (22%) met or met with reservations design standards for single-case and two (33%) of the experimental/quasi-experimental studies met standards. Strong to medium effects for reduction of problem behavior and acquisition of simple communication (one-word mands) is supported by the literature base.
|Coaching Caregivers via Telehealth to Implement Toilet Training in Africa, Asia, and Europe
|LOUKIA TSAMI (University of Houston, Clear Lake), DIEU TRUONG (University of Houston), Dorothea C. Lerman (University of Houston-Clear Lake)
|Abstract: Many parents of children with autism have difficulty teaching their children toileting skills. The majority of research in this area has been conducted in vivo at school, clinic, and home settings. In this study, we remotely coached three caregivers residing on three different continents to implement intensive toilet training using procedures modified from LeBlanc, Carr, Crossett, Bennett, and Detweiler (2005). Caregivers implemented a procedure that included scheduled sittings, increased fluid intake, wearing underwear during awake hours, and contingent reinforcement. Successful treatment effects were demonstrated for all participants via a nonconcurrent multiple baseline design. The number of successful eliminations and independent requests to use the bathroom increased for two participants. For the third participant, positive practice was needed to reduce accidents, and the child never emitted independent requests to use the bathroom. These findings suggest that telehealth may be used as a modality to teach caregivers how to reduce their children’s urinary incontinence.
Evaluation of Telehealth Parent Training to Teach Adaptive Skills to Children With Autism Spectrum Disorder
|TONYA NICHOLE DAVIS (Baylor University), Stephanie Gerow (Baylor University), Jessica Akers (Baylor University), Supriya Radhakrishnan (Baylor University), Remington Swensson (Baylor University)
Individuals with autism spectrum disorder (ASD) often display deficits in the area of adaptive behavior, including daily living skills such as tooth brushing and washing laundry. It is widely agreed that training adaptive behavior should occur in the individual’s natural environment and with natural change agents; however, doing so poses obstacles such as the natural occurring time of adaptive routines and availability of parent trainers to come to the home. Telehealth consultation is a service delivery method that may address these obstacles. The purpose of the current study is to evaluate the extent to which a caregiver-implemented chaining procedure, facilitated via telehealth technology, would lead to an increase in independent completion of adaptive skills in children with ASD. We will use a multiple baseline design to evaluate the efficacy of the intervention. Data collection is ongoing with one participant and we plan to conduct the study with a total of four participants.
Telehealth Caregiver Training Program for Children With Autism Spectrum Disorder
|MARIE KIRKPATRICK (Baylor University), Stephanie Gerow (Baylor University), Tonya Nichole Davis (Baylor University)
Interventions aligned with applied behavior analysis (ABA) are empirically supported as evidence-based practices for children with autism spectrum disorder (ASD; Reichow, 2012). These evidence-based practices are used for both skill acquisition and reduction in challenging behavior. However, a lack of Board Certified Behavior Analysts has left many families of children with ASD unable to access evidence-based practices. This presentation will describe a program that serves families of children with ASD, ages birth to 17 years old. Caregivers implement interventions to address communication, pre-academic, social, adaptive, and challenging behavior goals, with coaching delivered via telehealth technology. The program lasts for approximately 6 to 8 weeks. Data collection is ongoing and we plan to present data from 30 families who participated in the program. We will present data related to (a) demographic information, (b) duration of services, (c) types of goals, (d) percentage of mastered goals by goal domain. Initial data indicate that 40% of goals are mastered over the course of the program. Directions for future research and implications for practice will be discussed.