Association for Behavior Analysis International

The current symposium centers around using comparative research methods to evaluate behavior analytic evidence based practices in assessment, treatment, and supervision. The first presenter will discuss the use of a concurrent schedule of reinforcement design to examine response allocation between fixed and mixed delays to reinforcement. The second presentation will describe the use of a pilot randomized controlled trial to examine and compare the effects of a traditional behavior intervention (TBI) and a naturalistic developmental behavioral intervention (NDBI) on generalized motor imitation for young children with autism spectrum disorder. The third presenter will discuss the use of a multiple baseline design across participants with an embedded multielement design to evaluate the use of performance feedback provided through teleconferencing solutions including live streaming and video conferencing with screen sharing on the acquisition and maintenance of preference assessment procedures on masters' students in the field of special education pursuing their BCBA certification.

BCBAs

Delays to reinforcement are often a necessary component during treatments of challenging behavior (e.g., Functional Communication Training; FCT). In the absence of programmed delay or tolerance to delay training, the utility and generality of FCT progress may be limited. Despite the importance of delays to reinforcement during FCT, few studies have empirically isolated and investigated the parameters pertaining to the implementation of delays to reinforcement. Results from basic empirical studies on choice among delays to reinforcement have shown that variable delays, or bi-valued mixed delays to reinforcement, are preferred in humans and nonhuman studies. The current research examined response allocation between fixed and mixed delays to reinforcement using a concurrent schedule of reinforcement. Results showed preference for mixed delays to reinforcement with 4 out of 4 participants. Potential avenues of future research on the use of mixed delays to reinforcement, such as the application within FCT and maintenance of socially appropriate behaviors, are discussed.

There is an increased need for certified service providers in Applied Behavior Analysis (Benevides, Carretta, Lane, 2016). With this, comes challenges in the appropriate training and supervision of providers. This decreases occurrences of the use of evidence based practices (Kabot, Mase, & Segal, 2003). Growing technology may assist in supervision, as it has been successfully used for this purpose in other fields (Rousmaniere et al., 2014; Panos et al., 2002). This study evaluated the use of performance feedback provided through teleconferencing solutions including live streaming and video conferencing with screen sharing on the acquisition and maintenance of preference assessment procedures on masters' students pursuing their Board Certification in Behavior Analysis. A simulated client was used in the training of students. A multiple baseline design across participants with an embedded multielement design was utilized to evaluate the effects of feedback based on the percentage of preference assessment procedures implemented correctly. Results indicated feedback provided through both live streaming and post session videoconference were effective methods for training individuals. Results generalized to working with individuals with Autism Spectrum Disorder and maintained at four and six weeks post intervention. Each participant rated the use of all teleconferencing strategies, feedback procedures, and outcomes positively.

Many children with autism spectrum disorder (ASD) have difficulty imitating others. Tested interventions for targeting imitation can mostly be classified as either traditional behavior interventions (TBI) or naturalistic developmental behavioral interventions (NDBI, Schreibman, et. al., 2015). While both TBIs and NDBIs have successfully been used to teach specific imitative behaviors to children with ASD, the broader goal of intervention is to teach generalized imitation — that is, imitation that is exhibited flexibly and spontaneously, across a variety of contexts and interaction partners. This study sought to examine and compare the effects of these two types of interventions on generalized imitation for children ages 2-6 with ASD. A pilot randomized controlled trial compared a TBI (Discrete Trial Training) and a NDBI (Reciprocal Imitation Training) in teaching imitation to young children with ASD in their homes. This study is novel in its approach to measuring generalized imitation during a parent-child free play session to evaluate the extent to which each intervention increased generalized motor imitation skills with untrained partners, in natural environments, and with untrained imitation targets. Results indicated Reciprocal Imitation Training facilitated increases in generalized imitation relative to Discrete Trial Training.