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.

Search

46th Annual Convention; Washington DC; 2020

Event Details

Previous Page

 

Poster Session #541
Monday, May 25, 2020
1:00 PM–3:00 PM
Walter E. Washington Convention Center, Level 2, Hall D
Chair: Amarie Carnett (Victoria University of Wellington)
116.

Toilet Training Protocol for Preschoolers With Disabilities

Area: DDA; Domain: Applied Research
JI YOUNG KIM (Teachers College, Columbia University), Madeline Frank (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

We describe a decision protocol for choosing among potentially efficacious toilet training interventions and tested its effects with 3 preschool participants with disabilities. We utilized a decision protocol (Keohane and Greer 2005) to determine whether to initially implement interval or rapid training interventions as well as to determine whether adequate progress was being made with a particular toilet training intervention. We utilized the decision protocol to individualize toilet training procedure and evaluated its effects in a delayed multiple baseline design. Results indicated that the toileting skills of all participants improved with increased numbers of target voids on the toilet and decreased numbers of accidents as a result of individualized training procedures.

 
117.

Examining Variables Contributing to Acquisition in Multiple Response Repetition Error Correction Procedures

Area: DDA; Domain: Applied Research
JULIE BETH HESTER (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington), Astrid La Cruz Montilla (Student), Richelle Elizabeth Hurtado (University of North Carolina Wilmington)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

Discrete trial training (DTT) is a commonly used instructional method for teaching individuals with developmental disabilities. When errors occur during DTT, behavior analysts may employ various strategies to reduce the likelihood that errors continue to be emitted. Multiple response repetition (MRR) is an effective error correction procedure and includes the repeated presentation of the discriminative stimulus following an error. In this study, we extend previous work by further evaluating the potential mechanisms underlying the efficacy of the MRR procedure. Participants included individuals with developmental disabilities. We included MRR relevant, MRR irrelevant, and yoked-delay conditions. Acquisition of targets was assessed across relevant, irrelevant, and yoked-delay conditions, allowing for greater examination of the variables underlying the effectiveness of these procedures. The implications for applied practice and future research are discussed.

 
118. A Chance to Dance: A Case Study Examining the Benefits of Recreational Dance and Behavior Analysis
Area: DDA; Domain: Applied Research
MADELINE PONTONE (Brock University), Tricia Corinne Vause (Brock University), Courtney Denise Bishop (Brock University ), Dana Kalil (Brock University), Nicole Staite (Brock University), Sarah Davis (Brock University)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract: Dance programs for children and youth with neurodevelopmental disorders demonstrate potential for improvements in motor skills and collateral outcomes including emotional regulation but programs with necessary adaptations for this population are lacking. Dance with a B-E-A-T! is a package combining a recreational dance class and principles of behavior analysis such as chaining, least-to-most-prompting, and a token economy, which aims to improve motor skills, social skills, coping skills, and self-confidence. Participant Allie (pseudonym), age 9 with a formal diagnosis of ASD and comorbid issues such as anxiety, took part in this 8-week program with three additional children and four research assistants (1:1 ratio). Data collection included demographics, pre and post motor probes of 12 specific dance skills, and a self-efficacy and consumer satisfaction questionnaire. Allie showed improvement across eight motor probes, with an increase in correct performance from 37% to 80%. A parent self-efficacy questionnaire and a semi-structured interview with Allie’s mother identified an increase in dance skills, emotional regulation, worry and coping skills, and overall satisfaction with the program. Thematic analysis of the interview identified key themes such as the benefit of individualized programming and inclusion. Facilitators and barriers identified by the child and her parent will be discussed.
 
119.

Teaching Life Skills Using a Modified Behavioural Skills Training Framework

Area: DDA; Domain: Applied Research
MICHAEL PALMER (University of New Brunswick), Rachele Phinney (University of New Brunswick)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

The global prevalence of those with visual impairments is 253 million. To date, little behaviour analytic research has been conducted to determine optimum teaching procedures for those this population. To teach individuals with visual impairments life skills, traditional behavioural skills training (T-BST) and a modified BST (M-BST) were compared using an alternating treatments design. T-BST involved visual modeling, practicing the skill, providing vocal feedback about the performance, and practicing the skill until a performance criterion was met. M-BST involved using hand-under-hand guidance instead of visual modeling and corrective physical feedback along with vocal feedback. Trials to criterion and percent of correct steps were measured. Two participants, who were momentarily visually impaired, learned two tasks each, one taught with T-BST and the other M-BST. Both T-BST and M-BST increased the percent of steps correct in training and decreased the trials to criterion. No differences between the two training techniques were found. In addition, participants’ skills maintained at follow-up and required no additional training. The rapid acquisition of the skills in this study may be indicative of the effectiveness of BST as a means of teaching skills across populations.

 
120.

Assessing Visual and Auditory Discrimination Skills of People With Multiple Disabilities

Area: DDA; Domain: Basic Research
RYAN HECKERT (University of Manitoba), Braden Milani (University of Manitoba), Brennan Foidart (University of Manitoba), C.T. Yu (University of Manitoba)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

Individuals with severe multiple disabilities, who have minimal body movements, are unable to partake in assessments that require an active response. Their abilities to make visual and auditory discriminations are often unknown. In one discrimination skills assessment, we replaced the standard response of placing a manipulandum into a container (active response) with microswitches that could be pressed by using the elbow or fist. This type of response involves gross motor arm movements of just a few centimeters. The modified procedure was evaluated in a combined multiple baseline and reversal design across five 2-choice visual and auditory discrimination tasks, and the evaluation was replicated across three participants. The results showed that all participants were able to respond using the microswitches at a much higher level compared to baseline (active response), in which no responses were recorded. Furthermore, the results showed that participants were successful in making a two-choice position-visual or simple visual discrimination using the microswitches. Information about the discrimination abilities of these participants may be useful to caregivers in providing supports to these individuals.

 
121.

The Effects of Reinforcer Schedule on Visuo-Spatial Working Memory Tasks With Different Difficulty Levels: Comparison of Distributed and Accumulated Reinforcement

Area: DDA; Domain: Applied Research
Dongjoo Chin (Yonsei University), CHANSOL PARK (Yonsei University)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

The effectiveness of accumulated reinforcement on participants with developmental disabilities has been emphasized over distributed reinforcement, but the generalized effect of accumulated reinforcement is hampered in part by lack of controlling task characteristics or participant characteristics. The present study evaluated if the efficacy of, and preference for distributed and accumulated reinforcement were different between two task difficulties of a visuospatial working memory task. Participants were children with intellectual disabilities who were 7 years old or older and under 13 years old. 77 participants conducted four sets of visuospatial working memory task(distributed and accumulated reinforcement in an easy task, distributed and accumulated reinforcement in a difficult task). The performance was evaluated by accuracy rate, response rate per minute, and correct response rate per minute. Preference was evaluated by three-point likert scale and selection ratio between distributed and accumulated reinforcement. As to performance, the increase of response rate per minute and correct response rate per minute in the accumulated reinforcement was greater than the distributed reinforcement only for the difficult task. There was no difference in preference. Implications and limitations of current research and suggestions for future research were discussed.

 
122.

The Usage Pattern of Collection-Based Reinforcement System for Youths With Intellectual Disabilities

Area: DDA; Domain: Applied Research
Hoomyung Lee (Yonsei University), Seungeun Oh (Yonsei University), NARAE SHIN (Yonsei University)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

Despite the increasing number of intervention apps for youths with developmental disabilities (DD), studies on how much youths with DD are immersed in the reinforcement system of these apps are limited. The purpose of this study was to examine the usage pattern of the collection-based reinforcement system embedded in an intervention app to enhance the executive functions of youths with intellectual disabilities (ID). Participants were 34 youths aged from 7 to 15 with ID (IQ 50-70) only, or ID comorbid with other DD. Participants played six games for 10 to 15 minutes on a daily basis for 100 days at home. Based on attendance and performance, participants were given points with which they could purchase items from one of three collection themes of their choice (e.g., subway stations, songs, and traditional outfits). The results showed that 71% (N=24) of participants actively engaged in the reinforcement system, and half of them were heavy users who spent most of their points. However, 29% (N=10) of participants never or barely used their points for purchasing items. The results suggest that the collection-based reinforcement system can be effective in intervention apps for youths with ID, though for some, additional strategies are necessary.

 
123.

A Preliminary Study of Evaluating an App-Based Neurorehabilitation Program for Youths With Developmental Disability

Area: DDA; Domain: Applied Research
HYEYEON JANG (University of Yonsei)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

One-on-one ABA training by professionals is a well-established treatment method for enhancing cognitive functions of youths with developmental disability (DD). However, in schools where minimizing manpower and costs is important, these interventions are rarely provided, possibly due to low accessibility and high costs. In this study, an app-based cognitive rehabilitation training program (YESS_Yonsei Executive function Training System for Special Kids) was developed and its effectiveness was evaluated. 28 youths with DD were assigned to two groups, the YESS(n=18) and the control group(n=10). YESS group completed 6 games per day while the control group did not receive any training for a mean of 56 days and their executive function, behaviors, and adjustments were assessed before and after the training or waiting time period. Parents and teachers completed questionnaires before and after the training. Results showed improvements in the planning and inhibition task, and a decrease in parental stress for both groups, but between-group interactions were not observed. Based on the detailed analysis of this YESS program, the development of app-based cognitive function improvement program and the future improvement of effectiveness verification research were proposed and discussed.

 
124. Intervention Intensity in Rapid Toilet Training
Area: DDA; Domain: Applied Research
JENEE VICKERS JOHNSON (University of Kansas ), Jason Travers (University of Kansas), Heather Forbes (University of Kansas), Kathleen Zimmerman (University of Kansas)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract: Personal care and hygiene skills are essential for good quality of life, but individuals with intellectual and developmental disabilities (IDD) may not readily learn toileting skills. Approximately 50 years of research on rapid toilet training first used by Azrin and Foxx (1971) indicates individuals can learn the essential skills for independently completing toileting routines. However, it is unclear what procedures have been most frequently associated with rapid toileting instruction, and aspects regarding the intensity of this practice remain unexamined. We systematically reviewed the intervention research focused on rapid toileting instruction to better understand aspects of intervention intensity as well what procedures appear crucial for producing the expected effect. Results varied considerably by study, but collective findings suggest rapid toilet training will require approximately 30 min inter-sit intervals, for six days per week, for a total of 373 hours to produce the effect. Punishment procedures commonly used in rapid toilet training appear essential for maintaining positive effects, but may be unjustly avoided due to ethical concerns. Implications for research and practice are discussed.
 
125.

Comparing Instructional Methods for Augmentative Communication for a Girl With Mucopolysaccharidosis-IIIA

Area: DDA; Domain: Applied Research
RACHEL HENTNICK (Penn State Harrisburg), Kimberly A. Schreck (Penn State Harrisburg), Alisha Paxon (Pennsylvania Counseling Services)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract:

Mucopolysaccharidosis type IIIA (MPS IIIA or Sanfilippo Syndrome) is a rare genetic disorder that causes neurological regression and loss of communication. Helping people with this disease maintain their ability to relay their wants and needs remains an essential component of programming and maintaining quality of life. Little to no research has been conducted on methods for teaching alternative communication to people with MPS IIIA. This study analyzed two different instructional methods for teaching targets on an AAC device to a seven-year-old girl with MPS IIIA. The first method was discrete trial instruction (DTI) and the second method was backward chaining. In the first phase, backward chaining led to quicker acquisition of the target. However, in the second phase DTI led to quicker acquisition of the target. Results of study suggest that the participant’s preference for the target may have influenced learning more than the instructional method being used. A third phase was then conducted to determine learning latency when motivating operation categories remained the same.

 
126. Beat the Clock: Goal Setting to Reduce Transition Time at a Residential Summer Camp
Area: DDA; Domain: Applied Research
BRADLEY SCOTT BLOOMFIELD (University of Alabama), Gemima Fauvel (University of Alabama), Zoe Miller (Tufts University)
Discussant: Amarie Carnett (Victoria University of Wellington)
Abstract: Youth frequently have difficulties with timely transitions between activities (Hine, Ardoin, & Foster, 2015). Although there is an abundance of school-based research targeting challenging behavior, the field has less evidence of the application of these procedures to recreational settings. Summer camps have historically provided a space to target the prevention of problem behaviors (Thurber, Scanlan, Scheuler, & Henderson, 2007). The current study presents a brief intervention, titled “beat the clock”, to reinforce quick transitions to the next activity at a residential summer camp for youth with social, emotional, and behavioral challenges. Participants included 6 males 12-14 years of age. The study utilized an ABAB design. The intervention included a group goal for the time to walk to the next activity, and a visual countdown clock representing the time remaining to meet the goal. Following implementation of the intervention, there was a significant reduction in time required to transition to the next activity. Implications of the brief intervention at a residential summer camp will be discussed.
 
127.

Comparison of Prompt Assignments Within Total Task Chaining

Area: DDA; Domain: Applied Research
DANIELA SILVA (Douglass Developmental Disabilities Center; Rutgers, The State University of New Jersey), Catherine Kishel (Douglass Developmental Disabilities Center; Rutgers, The State University of New Jersey), Kate E. Fiske Massey (Douglass Developmental Disabilities Center; Rutgers, The State University of New Jersey)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Past research has shown the effectiveness of various prompt types in total task chains (e.g., Horner & Keilitz, 1975; Tekin-Iftar & Birkan, 2010), however, there is a lack of information in the literature regarding how to best assign prompts in the steps of total task chains. The purpose of the current study was to compare the effects on skill acquisition of three different prompt assignment methods within total task chaining. Using an alternating treatments design, this study compared the skill acquisition of five adolescents diagnosed with an autism spectrum disorder across single prompt (SP), multiple prompt (MP), and least-to-most (LTM) prompt assignment conditions. The SP method involved assigning the single most intrusive prompt needed to all the steps of a chain, whereas the MP method involved assigning the least intrusive prompt needed on each step of the chain. The LTM condition began each step with an opportunity for the participant to respond independently and the intrusiveness of the prompts increased until it occasioned the correct response. Initial results of five participants in phase 1 demonstrate idiosyncratic results across participants, with three participants acquiring the LTM condition, one acquiring the SP condition, and one acquiring the MP condition first. Data will be replicated in phase 2 with new task materials. Implications of the use of different prompt assignments within total task chaining will be discussed.

 
128.

The Effects of Behavioral Skills Training and In Situ Feedback in Teaching Safety Skills to Young Adults With Developmental and Intellectual Disabilities

Area: DDA; Domain: Applied Research
DANIELLE WATSON (The Chicago School of Professional Psychology), Teresa Cardon (The Chicago School of Professional Psychology), Julie A. Brandt (The Chicago School of Professional Psychology )
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Individuals with developmental and/or intellectual disabilities are at an increased risk of maltreatment. A nonconcurrent multiple baseline design across participants was implemented to investigate the effects of behavioral skills training (BST) with in situ feedback to teach safety skill responses to adults with developmental and/or intellectual disabilities to prevent abduction, and physical and sexual abuse. Throughout the study, confederates delivered vocal statements to participants related to abduction, or physical or sexual abuse. Participants responded variably during baseline (e.g., attempts to comply with statements, vocalizing denial but failing to move to safety, failing to report any events to a trusted adult). Using BST and in situ feedback, participants learned a three-step response sequence (i.e., refusal, moving to safety, and reporting to a trusted adult). Participants’ scores remained higher than in baseline during the generalization phase, and participants maintained 100% accurate responding when probed at a two to four week follow-up. These results extend the evidence supporting the use of BST and in situ feedback as an effective intervention for teaching safety skills to a range of populations, across various dangerous situations, and sets the stage for many future research and practical safety training projects.

 
129. Effects Of Paraprofessional Training In Errorless Teaching Procedures On Rate Of Acquisition Of Imitating And Matching Skills
Area: DDA; Domain: Applied Research
ANNIE LISA GREEN (University of West Florida; Arlington Community Schools)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract: Paraprofessionals ability to efficiently implement evidence based and systematic teaching procedures face many challenges in the special education classroom. Behavior Skills Training is one way to teach new skills through instructions, modeling, rehearsal, and feedback. Errorless teaching is an effective instructional strategy that paraprofessionals can use to teach new skills to students. Using a multiple base design, the fidelity of implementing an eight-step errorless teaching procedure by one paraprofessional in a preschool classroom was utilized to assess the acquisition rate of a student’s imitation and match to sample skills. Following errorless teaching training, there was not an increase rate in the students imitation or match to sample performance. Even with re-training and coaching, it was discovered that more intense training is required to trouble shoot within the errorless correction steps to ensure fidelity. Further refinement for future research in training paraprofessionals would consider the training environment, number of participants, and managing disruptive behavior between errorless steps.
 
130.

Assessing and Teaching Job-Related Social Skills to Italian Adults With Developmental Disabilities

Area: DDA; Domain: Applied Research
Claudio Radogna (DALLA LUNA - BARI, ITALY), GUIDO DANGELO (DALLA LUNA - BARI, ITALY)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Working is an essential component of community participation, however in Italy only few people with intellectual disabilities are employed. This may happen because only a few programs focus on vocational skills. To date, just a handful of studies have managed to systematically assess and train people with developmental disabilities on the skills required to find, obtain and keep a job. In the present study, a multiple baseline across participants was used to evaluate the effectiveness of a treatment package to teach job-related social skills to three young adults with developmental disabilities. Behavioral Skill Training and individualized prompting strategies were used to teach a set of skills (e.g., making confirming statements for clear and vague instructions; asking for help completing tasks; apologizing; asking the supervisor what task should be completed next). Results shown that the treatment was effective in teaching previously identified social skills, as well as in promoting generalization.

This research has some implications for identifying curricula of work-related social competences and planning the transition between the end of the study cycle and inclusion into work / production activities, in order to improve the professional outcomes of people with different developmental disorders.

 
131.

Extending Brief Error-Correction Assessments to Adults With Intellectual or Developmental Disabilities

Area: DDA; Domain: Applied Research
J TURNER BUTLER BRAREN (University of South Florida), Andrew L. Samaha (University of South Florida), Karie John (University of South Florida)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Previous research evaluating the predictive validity of error-correction assessments has shown high correspondence between error-correction assessments and validation assessments (e.g., McGhan & Lerman, 2013). However, error-correction assessments are often lengthy to conduct and limited to the acquisition of vocal-verbal targets (e.g., reading sight words) or low-effort motor targets (e.g., matching to sample). Additionally, previous research on error-correction assessments predominately use young children (ages 3- to 10-years-old) as participants. We extended the results of Carroll, Owsiany, and Cheatham (2018) by evaluating the predictive validity of a brief error-correction assessment (brief assessment) in adults with intellectual or developmental disabilities. A brief assessment and a validation assessment were conducted for each participant. During each assessment, six error-correction procedures (ECP) were compared when teaching participants to assemble arbitrary Lego structures and data were collected on variables related to acquisition (e.g., correct responding, errors) and intrusiveness (e.g., number of prompts delivered, protests). Additionally, we evaluated the relationship between the intrusiveness of ECPs and the occurrence of problem behavior.

 
132.

Helping Two Kindsof Solitude: Increasing Well-Being Levels for Adolescents With Developmental Disability and for Elderly Persons

Area: DDA; Domain: Service Delivery
FEDERICA BERARDO (TICE Live and Learn), Giada Gueli (TICE Live and Learn), Sara Guandalini (TICE Live and Learn), Luca Vascelli (TICE Live and Learn), francesca cavallini (University of Parma)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Families of adolescents with developmental disability often struggle in identifying setting in which to carry out social activities. At the same time relatives of elderly people usually are in trouble identifying new activities and social relations. The purpose of the study was to develop an intervention that could combine and help two kind of solitude: old people that usually spend a lot of time alone or with a only caregiver and adolescents with special needs who often do not have activities to perform during the afternoon. The study evaluated the effects of a training including role playing and in vivo modeling on conversational skills on pleasantness indicators during conversation for both adolescents and elderly people. Also, a questionare was used to investigate the well-being level of the elderly person and his caregiver. Participants were four adolescents and four elderly people; each adolescent was paired with a elderly person. A changing criterion design was used for each pair. Initial results suggest an increase of the intervals in which all the pleasantness indicators are present for both adolescents and elderly people. Attached data have being collected for the first pair. Data collection is still in progress for all the participants. Based on the final results, a second study could be implemented to investigate how this intervention could evolve in a real opportunity of job and self-employment for the adolescents. The study provides evidence of the need and the importance of creating interventions with a high social impact for categories of people with different kind of need. Also the project underline how each person could be a promoter of potentialities for others.

 
134. The Family Behavior Support App: Empowering Parents of Young Children with Disabilities and Challenging Behaviors
Area: DDA; Domain: Applied Research
ERIN E. BARTON (Vanderbilt University ), Hedda Meadan (University of Illinois at Urbana-Champaign), Angel Fettig (University of Washington), Beth Pokorski (STAR Inititative, University of Virginia), Marina Velez (Vanderbilt University), Rebecca Hacker (University of Illinois), Claire Winchester (Vanderbilt University), Shawna Harbin (University of Washington)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract: Challenging behaviors are a primary concern facing families and schools, and without timely and effective intervention, challenging behaviors can worsen over time. Parents of young children with persistent challenging behaviors report increased stress, lack of social connectedness, and reduced participation in community activities. Thus, parents need support to prevent and reduce challenging behaviors. To address this need, we developed the Family Behavior Support application (FBSApp) for use by parents with young children with disabilities and challenging behaviors. The FBSApp uses positive behavior support framework to guide parents in using function-based interventions to address their child’s behaviors. Sixty parent-child dyads were randomized to receive the FBSApp or webinar training (control). The results indicated that in both groups (a) parents improved in implementation fidelity of function-based strategies, (b) children used fewer challenging behaviors, and (c) parents’ stress levels decreased. Parents in the FBSApp group had statistically significantly higher fidelity with function-based strategies than parents in the control group at the end of the study. Also, all participants in the FBSAppp group reported being highly satisfied with the FBSApp. Our results provide initial support for the use of the FBSApp to support parents of children with challenging behaviors.
 
135. Parent Training in Bosnia-Herzegovina: An Analysis of Pyramidal Training as a Method of Disseminating Effective Practices
Area: DDA; Domain: Applied Research
BLAKE HANSEN (Brigham Young University), Katie Barton (Brigham Young University), Rebecca Barton (Brigham Young University; Kids on the Move), Hannah Kruman (Bloom Behavior and Consulting Services), Emma Orton (Utah Behavior Services)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract: The present study evaluated the effects of pyramidal parent training to disseminate two research-based practices for parents in Bosnia-Herzegovina. In the first condition, Parents 1-2 were trained by a therapist to implement response interruption and redirection (RIR), and Parent 3 was trained by a therapist to implement activity schedules (AS). In the second condition, Parents 1-2 trained Parent 3 on RIR and Parent 3 trained Parents 1-2 on AS. The study used a reversal design to evaluate the effects of the two trainings. Results indicated that parents acquired the two skills at the same levels regardless of who trained them. During the training phases, all parents reached 100% of steps for each skill. At follow up, all parents demonstrated 80% of steps or better for activity schedules, and two parents showed 80% or better for response interruption and redirection. All three parents delivered the training at high levels of fidelity. These findings suggest that parents in Bosnia-Herzegovina and similar environments can effectively train other parents on discrete skills such as those used in the present study.
 
136.

Effectiveness of an Invivo Parental Training to Enhance the Procedural Integrity of Parent-Implemented Discrete Trial Training

Area: DDA; Domain: Applied Research
SOYEON KANG (Seoul Metropolitan Children's Hospital), Ju Hee Park (Yonsei University)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Researchers emphasized that parents should be a part of behavioral interventions for their children as they spend most time with their children in daily settings, playing an important role in helping children maintain learned skills in clinical and educational settings and generalize them to new environments (Dogan, King, Fischetti, Lake, Mathews, & Warzak, 2017; Park, Alber-Morgan, & Flemming, 2011). The current study aimed to examine the effectiveness of an invivo parent-training to teach toddlers with autism spectrum disorders (ASD) basic skills using the discrete trial training (DTT), focusing two training components: systematic immediate feedback and self-correction by video recording. After three parents of children with ASD were first taught the DDT procedures by instruction and demonstration via a 2 hour online education, they were trained to implement the procedures with their child during the invivo training sessions. The procedural integrity of parent-implemented DDT was assessed to investigate the effectiveness of the invivo parent training with the use of a multiple baseline across participants design. Results demonstrated that immediately after the invivo training session was introduced, the treatment integrity by parent-implemented DDT increased and maintained high over time for two participants, suggesting that parent training programs to teach parents of children with ASD behavioral interventions should involve opportunities for parents to exercise the strategies interacting with their child with instant feedback and self-correction in order to maximize the effectiveness of parent training.

 
137.

Training Therapists to Employ Applied Behavior Analysis Strategies in Their Daily Practice: A Study in China

Area: DDA; Domain: Service Delivery
TRACY YIP (Oriental Speech Therapy), Jaroslaw Domagala (Orient Speech Therapy)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Improving service quality through systematic staff training is a crucial objective for healthcare organizations. Four group intervention and sixteen multidisciplinary intervention sessions for children age 3 to 6 with special education needs were monitored in order to identify the direct-care therapists’ training needs. Three categories were assessed: (a) rate of reinforcement, (b) choice of reinforcement provided for the children (c) consistency of feedback on behavior. Baseline data showed a low rate of reinforcement, choices of reinforcement were not always given for the children and therapists' feedback of children's behaviors were not clear. The intervention involve introducing basic ABA strategies for therapists. They underwent a group format staff training with didactic instruction, featuring Powerpoint® presentations with Active Student Responding (ASR) assessment component as well as video demonstrations. Initial result showed positive effects all three dependent variables. Upon completion of the training, discussions will include improving services quality through routinely conducted staff assessments and subsequent results-adjusted staff training cycle.

 
138.

Considerations in the Selection of Representative and Practical Data Collection Methods

Area: DDA; Domain: Applied Research
JULIA IANNACCONE (Douglass Developmental Disabilities Center, Rutgers University), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University), SungWoo Kahng (Rutgers University), Robert LaRue (Rutgers University)
Discussant: Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University)
Abstract:

Practical matters should be considered when selecting a data collection method used by direct-care professionals (DCPs) tracking high rate behaviors. First, frequency can be compared to other methods, such as partial interval and momentary time sampling, through visual analysis. Second, the interobserver agreement (IOA) between DCP data and supervisory behavior analyst data can be evaluated to determine the feasibility of each method. Third, staff preference can also be considered by using a social validity questionnaire. After considering these factors and choosing a method, behavior skills training (BST) can be used to provide remedial training. The present study evaluated the results of using these three factors to select a practical and representative data collection method. Consistent results were found indicating that, for the present client diagnosed with autism, partial interval data was the appropriate data collection method. That is, higher similarity to frequency data in visual analysis, higher IOA between DCPs and supervisory behavior analysts, and an overall high preference was found for partial interval data. Subsequently, BST was used to successfully train DCPs to collect data with high IOA. The current study demonstrates the utility of these factors in determining data collection methods and the effectiveness of BST to provide remedial data training.

 
 

BACK TO THE TOP

 

Back to Top
Modifed by Eddie Soh
SABA DONATE