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.


48th Annual Convention; Boston, MA; 2022

Event Details

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Poster Session #285
OBM Sunday Poster Session: Even-Numbered Posters
Sunday, May 29, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Byron J. Wine (The Faison Center; University of Virginia)
66. Considerations for Adapting Behavior-Based Safety Protocols to Construction
Area: OBM; Domain: Service Delivery
LUCA GIANI (BEHAVIOR FACTORY), Dayna Beddick (University of West Florida), Gianluca Aldo Ghezzi (BEHAVIOR FACTORY), Davide Mazzola (BEHAVIOR FACTORY)
Discussant: Byron J. Wine (The Faison Center; University of Virginia)
Abstract: Behavior-Based Safety (BBS) is a protocol that apply principles of behavioral science to industrial safety, in order to decrease injuries and establish a safety culture among employees at all levels. This is possible thanks to the systematic measurement and differential reinforcement of both workers motor behaviors (e.g. wearing PPE, complying with safety procedures, etc.) and verbal behaviors (e.g. statements about safety during meetings). Usually adopted by manufacturing plants with great results, it is commonly implemented also in big construction sites, where some specific changes are needed to address peculiar issues context-related. Our aim is to compare implementations across these two settings, highlighting differences and similarities useful to make the best of BBS in construction sites.
68. An Evaluation of Caregiver Preference for Graphic Depiction of Data
Area: OBM; Domain: Applied Research
NATALIE TOUPS (Kennedy Krieger Institute), Brittney Workman (Kennedy Krieger Institute), Melanie Elaine Parks (University of Maryland Baltimore County), Jessica L Becraft (Kennedy Krieger Institute), Lesley A. Shawler (Southern Illinois University), Lynn G. Bowman (Kennedy Krieger Institute and Johns Hopkins University School of Medicine), Samantha Hardesty (Kennedy Krieger Institute)
Discussant: Byron J. Wine (The Faison Center; University of Virginia)
Abstract: During applied behavior analytic (ABA) services, caregivers are often provided feedback about their child’s progress. Graphic feedback may commonly be used, but there is minimal research on what characteristics make feedback more effective, or what consumers prefer (Sigurdsson & Ring, 2013; Hardesty et al., 2019). The current study extends research by Hardesty et al. 2019 to determine if caregivers have a preference for how assessment and treatment results are displayed graphically. Participants included caregivers from inpatient (IP) and outpatient (OP) settings, whose children received ABA services within the same organization. Caregivers were presented with three sets of graphs followed by a questionnaire to assess preference and comprehension. Graphs included bar and line time series, average bar, and colored and monochromatic. Caregivers could also indicate a preference to not view graphs. All respondents indicated they wanted to be shown data graphically. Most caregivers also reported that providers regularly shared data graphically (70% of families were previously shown graphs within the organization and 75% outside the organization). On average, 54% of IP and OP caregivers selected line over bar graphs, and 77% preferred colored over monochromatic graphs. Implications for behavior analysts and best practices for sharing data with caregivers will be discussed.
70. Examining the Utility of a Teacher Self-Completed Performance Diagnostic Checklist – Human Services (PDC – HS) to Improve Classroom Management in an Educational Setting
Area: OBM; Domain: Applied Research
Discussant: Byron J. Wine (The Faison Center; University of Virginia)
Abstract: Strong classroom management can decrease disruptions and increase student engagement. Developing classroom management can be a difficult process. A multiple baseline across participant design was employed to evaluate the utility of a teacher, self-completed Performance Diagnostic Checklist – Human Services (PDC – HS) in identifying a function-based intervention to improve the use of a classroom management strategy. Three general education teachers were recruited from a large public charter school network in Arizona. Each of the three teachers selected one classroom management strategy from a list of three to improve. A teacher self-completed PDC – HS was used to identify the variables maintaining each teacher’s current use of the selected strategy. Based on the identified variables, a function-based intervention was selected and implemented for each teacher. The intervention was effective in increasing all participating teachers’ rate of use of their selected classroom management strategy. The increase was maintained during maintenance. The teachers’ self-completed PDC – HS was also compared to a PDC – HS completed by their supervisor (an administrator or instructional coach). The comparison revealed high overall agreement but varied agreement across individual domains. Overall, the study demonstrates the utility of a self-completed PDC – HS in changing complex, multistep performance targets like classroom management strategies.



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