Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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46th Annual Convention; Washington DC; 2020

Event Details

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Poster Session #539
Monday, May 25, 2020
1:00 PM–3:00 PM
Walter E. Washington Convention Center, Level 2, Hall D
Chair: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
99. Evaluating the Efficacy of the AIM Curriculum for Increasing Psychological Flexibility and Decreasing Rigid Behaviour in a 13-Year-Old Girl
Area: DEV; Domain: Applied Research
ALLIX ISABELLE LEMIEUX (St. Lawrence College), Laura Campbell (ONTABA), Kim Trudeau-Craig (ONTABA), Katarina Fischer (The Ontario Association for Behaviour Analysis)
Discussant: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
Abstract: The Accept Identify Move (AIM) curriculum, developed by Dixon and Paliliunas (2017), is a novel treatment approach that combines principles of Applied Behaviour Analysis (ABA), Acceptance and Commitment Therapy (ACT) and mindfulness with the objective of promoting psychological flexibility in children and youth. The purpose of the current study was to evaluate the effects of the first four modules of the AIM curriculum on increasing psychological flexibility and decreasing inflexible behaviour in a 13-year-old participant. Measures utilized in this study included the Children’s Psychological Flexibility Questionnaire (CPFQ; Dixon & Paliliunas, 2017), as well as self- and parent- reports of target behaviours. Furthermore, social validity was assessed to determine acceptability of the intervention. Results found the AIM curriculum to be effective for reducing two of target maladaptive behaviours: physical aggression and negative verbal behaviour towards self. Furthermore, the intervention was found to significantly increase the acceptance domain of the CPFQ and yield marginal increases in the other domains of the caregiver assessment. Social validity was found to be high for both the participant and her parent. Overall, the current study adds to the growing body of literature on ACT-based interventions for youth, for promoting psychological flexibility and treating maladaptive behaviour.
 
100. Client Attendance of Applied Behavior Analysis Services and Possible Contributing Factors of Missed Attendance
Area: DEV; Domain: Applied Research
CELESTE NISHIJIMA (Autism Behavior Consulting Group Hawai'i ), Alexandra Pilar Sagastume (Autism Behavior Consulting Group Hawai'i), AnnMarie Hammell (Autism Behavior Consulting Group Hawai'i)
Discussant: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
Abstract: High client attendance of applied behavior analysis services is desired. However, it has been observed that each client's attendance varies, with some clients frequently cancelling services. The purpose of the current study was to analyze the hours prescribed, hours attended, and hours cancelled of applied behavior analysis services for a number of children with autism. Participants included children ranging from three-years-old to sixteen-years-old diagnosed with autism spectrum disorder who received applied behavior analysis services from a clinic on Oahu. Some participants also received applied behavior analysis services in the home and/or community settings. Possible contributing factors to frequent cancellations were considered, such as medical co-morbidities, socioeconomic status, parent work schedule, parent willingness to participate in session observation and other meetings, living distance from the clinic, a client's school schedule, a lack of reliable transportation, and more. From this information, recommendations will be suggested to aid clinicians in supporting clients' attendance.
 
101.

Increasing Physical Activity for Individuals With a Mild Intellectual Disability

Area: DEV; Domain: Service Delivery
JASON KOZICA (University of Auckland)
Discussant: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
Abstract:

This project aims to increase physical activity among individuals with a mild intellectual disability, living in a residential care facility in Auckland, New Zealand. The study design used is a multiple baseline design. The first intervention comprises of self-monitoring strategies using a Garmin Vivosmart HR watch that tracks the number of steps, distance and Heart Rate of an individual. The following intervention involves goal setting, feedback and direct instruction. The hypothesis is that participants steps and overall intensity of exercise will increase following a combination of the two interventions. The Beck Anxiety Inventory will also be used pre and post intervention to see whether or not the increased physical activity reduces anxiety.

 
102. Preventing Dog Bites in Children
Area: DEV; Domain: Applied Research
DANIELLE LEAH PARADISE (The Chicago School of Professional Psychology )
Discussant: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
Abstract: Dog bites are a major cause of injury in children. Children underestimate the danger of unsafe situations, which makes them more vulnerable to dog bites. The present study evaluated the effectiveness of a discrimination training procedure using Behavioral Skill Training (BST) for children to recognize if they should or should not approach a dog, why they should or should not approach the dog based on behavioral indicators, and if they could correctly demonstrate a task analysis to approach a friendly dog. Four children between the ages of four and seven participated in this study. The training phase involved listing the behavioral indicators and modeling a task analysis for approaching a dog, and the participant rehearsing the indicators and task analysis. Results showed that after the training procedure was introduced, the participants’ skills in all three measures increased significantly. The results also show that the participants can generalize from pictures to videos of dogs. These results indicate that the BST training procedure was successful. Implications for future directions for research are discussed. This includes live dog interactions, extending age ranges, incorporating parents, and adding a dog’s change in demeaner.
 
103.

Evaluating Trends in Behavioural Skills Training Protocols to Identify Characteristics Associated With Effective Results on Client Outcomes: A Brief Review

Area: DEV; Domain: Theory
AUTUMN KOZLUK (Brock University), Marie-Chanel Monique Morgan (Brock University), Alison Cox (Brock University), Brianna Anderson (Brock University)
Discussant: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
Abstract:

Behavioural skills training (BST) is an evidence-based method for training support staff, parents and caregivers of individuals with intellectual and developmental disabilities (IDD). Behavioural skills training is comprised of four components: (1) instruction, (2) modeling, (3) rehearsal, and (4) feedback, and has been used to train caregivers on assessment implementation, as well as behavioural reduction and skill acquisition protocols. Alongside improved trainee performance, an important dependent variable for consideration may be improved client outcomes. This is because client outcome improvement in relation to caregiver training may help researchers, clinicians and administrators determine the true added value of investing in caregiver training initiatives. The current paper is a comprehensive review of all scholarly literature that employed behaviour skills training to train implementers and reported on client outcomes. We endeavored to explore which specific study components in behavioural skills training packages were most often associated with improved client outcomes. Thirty articles met inclusion criteria and were reviewed. The results of this review were inconclusive at identifying specific characteristics associated with client outcomes. This may be because much of the literature reports improved client outcomes. Finally, we discuss other common trends, existing literature gaps, and clinical implications.

 
104.

Escalating Processes of Coercive Behavior During Childhood and Adolescence

Area: DEV; Domain: Applied Research
MARCELA ROSAS PEÑA (National Autonomous University of México ), Silvia Morales Chaine (National Autonomous University of Mexico)
Discussant: Richard E. Laitinen (Personalized Accelerated Learning Systems (PALS))
Abstract:

Chronic antisocial behavior during childhood and adolescence is one of the problems that most affect healthy development. It results in damage to the relationship with the environment, social interactions, delinquency, mental health, and unemployment (Milller, 2004; Dishion & Patterson, 2016). Coercion has been defined as a set of interpersonal tactics, display in a social context, through which individuals or groups use aversive behavior to obtain rewards and access to desired activities, status, and avoid or escape of control and aversive demands (McCord, 1995; Patterson, 1982). Coercion can be defined in terms of its topography and social function (Snyder & Dishion, 2016). The primary purpose of this study is to evaluate the group differences of children with coercive behavior and control of three age groups based on their interactions in conflict, analyzing the change in the behavior topography over three deferent age groups. One hundred eighty children from three school levels participated: 4-year-old (60 children), 8-year-old (60 children), and 13-year-old (60 children). Children, teachers, and parents were evaluated about their interaction with peers, child behavior, and practices, respectively. It was analyzed the weight of the connections of children, considering three kinds of significant relationships based on their standard deviations over the global average: weak; moderate; strong. On the other hand, based on the answers that children give about their recent conflicts, they will be codified in terms of the person involved, the people involved in the conflict, and the topography of the coercive behaviors exhibited by the protagonists of the conflict.

 
 

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