|
| EDC Saturday Poster Session: Even-Numbered Posters |
| Saturday, May 28, 2022 |
| 2:00 PM–3:00 PM |
| Exhibit Level; Exhibit Hall A |
|
| 42. Increasing Caregivers’ Access to Behavioral Practices in Israel: Developing Culturally and Linguistically Adapted Online Modules |
| Area: EDC; Domain: Service Delivery |
| SHIRI AYVAZO (Kinneret Academic College; David Yellin Academic College), Hagit Inbar-Furst (David Yellin Academic College), Hedda Meadan (University of Illinois at Urbana-Champaign) |
| Discussant: Kristina Axenova |
| Abstract: Social-communication skills impact academic achievement, social-emotional development, and relationships with others. Therefore, early interventions that support and promote the development of these skills are needed for young children with disabilities who have delays or deficits in their communication skills. To date, in Israel, there are limited training materials in native language for caregivers related to practices that support social-communication skills development of young children with disabilities. Access to quality training is very restricted due to a shortage in native-speaking qualified experts in this area and the cost of such training. The clinical purpose of the project entailed translations and cultural adaptations of online self-paced, self-directed training modules developed in the US which include information on evidence-based behavioral practices caregivers and professionals to promote children's' social-communication skills. Based on the ecology validity framework, the research purpose was to assess the feasibility and acceptability of the online training. Participants (n=12) were speech therapists, behavior analysts, and kindergarten teachers who participated in focus groups and responded to satisfaction questionnaires and knowledge quizzes. Quantitative findings show minor changes from pre to post-knowledge assessment. Focus groups activity generated recommendations for improved cultural adaptation and indicated on the extent of ecological validity of the modules. |
| |
|
| 44. A comparison of two methods for increasing college student attendance and punctuality |
| Area: EDC; Domain: Applied Research |
| ELIAN ALJADEFF-ABERGEL (Kinneret College on the Sea of Galilee) |
| Discussant: Kristina Axenova |
| Abstract: Research suggests that college students’ attendance predicts academic success. However, few studies have been aimed at improving college students’ attendance. The purpose of this study was to compare the effectiveness of two procedures for monitoring students’ attendance and modifying the consequences for being absent or attending class on students’ punctuality and attendance. Participants were students in the behavioral sciences program at a college in Israel. Participants were divided into two sections of the same course. In section one, attendance was checked every class session. In this section, four absences led to a reduction of 5 points from the final grade and five absences led to the removal of the student from the course (i.e., negative reinforcement for attendance). In section two, attendance was checked randomly during 45% of the class sessions at the beginning of the session. In this section, students earned one bonus point on their final grade for each time they were present in class during attendance checking (i.e., positive reinforcement for attendance). The poster will present differences in students’ punctuality and absences between the two sections. In addition, implications and benefits of the two methods will be discussed. |
| |
|
| 46. Effects of a Multicomponent Telehealth Intervention on Reading and Behavioral Outcomes for an Adolescent with Autism |
| Area: EDC; Domain: Service Delivery |
| SARAH DEANGELO (University of Illinois at Chicago), Emily Gregori (University of Illinois at Chicago), So Yeon Kim (Independent Researcher), Sunyoung Kim (University of Illinois at Chicago), Angie Fermin-Hernandez (University of Illinois at Chicago) |
| Discussant: Kristina Axenova |
| Abstract: Adolescents diagnosed with autism spectrum disorders often experience difficulties across developmental domains. This may include difficulties with both reading comprehension and engagement in problem behaviors. When these difficulties co-occur, they can often produce deficits greater than the sum of the individual difficulties. We used a multiple baseline design across reading content areas to determine if telehealth intervention in both reading comprehension and desired behavior would lead to increased reading comprehension and decreased occurrence of problem behavior for an 11-year-old male diagnosed with autism spectrum disorder. Reading comprehension was measured as the percentage of questions answered correctly, while problem behavior was measured by the number of problem behaviors per hour. Initial findings demonstrate that the intervention results in increased reading comprehension in addition to variable responding related to rates of problem behavior. |
| |
|
| 48. Exploring the use of virtual reality to train pre-service teachers to implement a trial-based functional analysis |
| Area: EDC; Domain: Applied Research |
| LYNDSAY ANN FAIRCHILD (Mississippi State University, Kennedy Krieger Institute ), Daniel L Gadke (Mississippi State University), Kasee Stratton-Gadke (Mississippi State University), Tawny N. Evans-McCleon (Mississippi State University), Kevin Armstrong (Mississippi State University ) |
| Discussant: Kristina Axenova |
| Abstract: The purpose of the current study was to evaluate the use of 360° virtual reality training videos to teach pre-service teachers to implement a Trial-Based Functional Analysis. Additionally, the current study sought to assess if following training, participants could generalize the assessment skills learned to a novel problem behavior. Three undergraduate education majors in their junior year of coursework participated in the study, and were exposed to 360° virtual reality training videos for each of the Trial-Based Functional Analysis conditions (attention, demand, and tangible) in various orders in a multiple-probe design. Results from the study indicated that the videos were effective in teaching participants to conduct a Trial-Based Functional Analysis, and none of the participants required performance feedback to reach mastery criteria. Additionally, all participants were able to successfully generalize the skills learned to a novel problem behavior. When asked about their perceptions of the virtual reality training methods through a social validity questionnaire, participants gave high ratings indicating that these training methods overall were useful, effective, and acceptable. Limitations and directions for future research are discussed |
| |
|
| 50. Response to Intervention (RTI): A Mixed-Methods Study Evaluating the Effects of Behavior Training Software on Behavior of In-School Suspension Students |
| Area: EDC; Domain: Service Delivery |
| ROSIE NICOLE COOPER-NEARY (Louisiana State University at Shreveport) |
| Discussant: Kristina Axenova |
| Abstract: Excessive classroom disruption is prevalent among today's public high schools and is a deterrent to the academic and social achievements of students. Using Response to Intervention (RTI) to equip in-school suspension (ISS) programs with a research-based behavioral curriculum is one possible solution to efficiently and cost-effectively remediating the behaviors of at-risk students. Further investigation into this problem was necessary to evaluate its effectiveness; therefore, a software based behavioral intervention program called Ripple Effects for Teens was integrated into the ISS program of an urban high school. A mixed methods approach was used to evaluate the outcome of intervention on recidivism rates of students assigned to ISS and to explore students’, teachers’, and administrators’ perceptions of the effects of the intervention. A statistically significant decrease in recidivism rates of students in grade nine was found when compared to the intervention year. When the effects of the intervention were analyzed across subgroups, a significant interaction was found across gender indicating that males who received the intervention had fewer overall visits to ISS than males who did not receive the intervention. Inclusively, the findings promoted using ISS programs as an effective means of delivering RTI to behaviorally at-risk students in a high school. |
| |
|
| 52. Using pyramidal training to coach educators on reinforcement-based interventions to decrease student challenging behavior |
| Area: EDC; Domain: Applied Research |
| COURTNEY THOMPSON (University of Texas at San Antonio), Hannah Lynn MacNaul (University of Texas at San Antonio) |
| Discussant: Kristina Axenova |
| Abstract: Challenging behavior exhibited by students in the school setting are one of the most significant obstructions to students learning (Boutlet et al., 2009). These behaviors often warrant specialized interventions delivered by educators in the presence of typically developing peers; however, availability of personnel to prepare educators to implement said interventions is limited (Killu, 2008). One viable solution may be to leverage a pyramidal training model (Andzik & Schaefer, 2020). In the current study, one expert trainer utilized pyramidal training to prepare four educators to implement functional communication training without extinction to decrease aggression toward peers for one student in an inclusionary early childhood education setting. With written instruction only (similar to what a teacher might receive as part of a behavior intervention plan), all educators implemented in the intervention with low fidelity (M= 15% steps completed correctly). Post-intervention, all educators were able to implement the intervention with the trainer at or above 80% fidelity, and skills improved to 100% fidelity during in-situ training with the student. For the student, aggression toward peers was reduced to 0% of intervals and independent communication responses increased to 100% of intervals. Implications for research and practice will be discussed. |
| |
| |