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| TBA Sunday Poster Session: Odd-Numbered Posters |
| Sunday, May 29, 2022 |
| 1:00 PM–2:00 PM |
| Exhibit Level; Exhibit Hall A |
| Chair: Melissa A. Diaz (Shelby County Public Schools, Simmons University, The Chicago School of Professional Psychology) |
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 53. An Interdisciplinary Coordinated Field Experience Model for Training School-Based Professionals to Address Bullying Behavior Across All Tiers of Support |
| Area: TBA; Domain: Service Delivery |
| JESSE (WOODY) W. JOHNSON (Northern Illinois University), Michelle Demaray (Northern Illinois University ), Julia Ogg (Northern Illinois University ), Christine Malecki (Northern Illinois University ), Elise Simmons (Northern Illinois University ), Lauren McTague (Northern Illinois University ), Haley Hauptman (Northern Illinois University ), Regina Koons (Northern Illinois University ) |
| Discussant: Melissa A. Diaz (Shelby County Public Schools, Simmons University, The Chicago School of Professional Psychology) |
| Abstract: Northern Illinois University’s Project Prevent and Address Bullying Behavior at All Tiers (PPABB) is a collaboration between the Specialist in School Psychology Program and the Special Education M.S.Ed. Specialization in Behavior Analysis Program at NIU. The project provides specialized cross-disciplinary training to prevent and address bullying behavior in schools. Scholars from both school psychology and special education receive specialized training and shared coursework. A coordinated interdisciplinary practicum occurs during the final semester of training. Each school psychology scholar is paired with a special education/BCBA scholar in his/her school site. While scholars complete activities associated with school-wide and class-wide levels of support, the focus of the practicum is on targeted Tier 3 interventions. Each PPABB Scholar dyad identifies a school-age student with intensive needs who engages in bullying behavior. The scholars 1) conduct a functional behavioral assessment, 2) work with school-based teams to develop function-based comprehensive behavior support plans, 3) provide training and support to implement multi-tiered interventions, and 4) evaluate the effectiveness and acceptability of the interventions and provide follow-up support as needed. The Coordinated Interdisciplinary Field Experience serves as a culminating experience in which PPABB Scholars apply knowledge and skills gained throughout the shared coursework under the supervision of a practicing psychologist and Board Certified Behavior Analyst. |
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| 55. Applied Behavior Analysis Application in Community Care Facilities for Sexually Offending Individuals with Neurodevelopmental Disorders |
| Area: TBA; Domain: Service Delivery |
| MARY WONG (Thrive Behavioral Care) |
| Discussant: Melissa A. Diaz (Shelby County Public Schools, Simmons University, The Chicago School of Professional Psychology) |
| Abstract: Previous research indicates a significant amount of individuals with neurodevelopmental disorders residing in community care facilities (CCF) has and continues to sexually offend. The Counterfeit Deviance Hypothesis established by Hingsburger, Griffiths, & Quinsey (1991) remains current with the American Psychiatric Association’s risk, prognostic, and comorbidity factor description of neurodevelopmental disorders and paraphilic disorders in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; 2013). The Hypothesis outlines multiple theories indicating greater risk for dually diagnosed individuals, specifically those residing in CCF, where rates of perpetuating sexual offenses both by and against residents may be higher due to limited resources and lack of training. This study aims to measure the efficacy of CCF staff training specific to providing sexual behavior interventions and functional skills training in areas of communication, community, social, and recreation using Applied Behavior Analysis (ABA) to reduce sexual offending. ABA uses evidence-based techniques and systematic data collection, and remains one of the most effective approaches to treating neurodevelopmental disorders and has multiple research supporting its use in paraphilic disorders. |
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| 57. Special Education Graduate Students Use of Single Case Design Research to Support Their Practice. |
| Area: TBA; Domain: Applied Research |
| SUZANNE JERI YOCKELSON (UMass Global (Previously Brandman University)) |
| Discussant: Melissa A. Diaz (Shelby County Public Schools, Simmons University, The Chicago School of Professional Psychology) |
| Abstract: Applied Behavior Analysis has applications that extend into special education and the teaching of academics. Additionally, Single Case Design Research (SCDR) is a preferred method in Applied Behavior Analysis for determining the effectiveness of and building evidence for specific interventions and teaching strategies (Trump, Pennington, Travers, Ringdahl, Whiteside & Ayres, 2018). Students in the Master of Arts program in Special Education at University of Massachusetts Global complete a year-long research project that is presented at a virtual conference at the end of their program. The students are in their final year of studies and have emphasis areas in either Applied Behavior Analysis, Autism, Early Childhood Special Education or Teaching and Learning. Students in the Applied Behavior Analysis emphasis must use single case design research, however other students also select this research methodology to support the work that they do. This presentation will describe how the research is incorporated into their curriculum, the support they receive from faculty, and highlight student research across academic areas. A summary of each study will be provided together with their data and interpretation. |
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