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 #512
EDC Monday Poster Session: Odd-Numbered Posters
Monday, May 30, 2022
1:00 PM–2:00 PM
Exhibit Level; Exhibit Hall A
Chair: Stephanie Valentini (University of Kansas)

The Effects of Timed Practice and Instructional Feedback on the Writing Fluency of Adolescents With Disabilities

Area: EDC; Domain: Applied Research
LANQI WANG (University of Iowa), Shawn M. Datchuk (University of Iowa)
Discussant: Stephanie Valentini (University of Kansas)

Writing fluency—the skill of transcribing and generating text with ease—is an essential skill for K-12 students to develop. Students who have deficits in writing fluency may have further difficulties developing advanced writing skills, such as organizing and reviewing. Unfortunately, students with disabilities typically struggle to develop multiple skills related to writing fluency. The purpose of my research is to investigate the effects of a supplemental, academic interventions on the writing performance of adolescents with disabilities. Specifically, the academic intervention entails brief, computer-based timed practices followed by instructional feedback from an instructor. The study used a multiple-probe across participants design and recruited three participants with disabilities. It included two dependent measures: 1) a primary measure, total words written, and 2) a distal measure, correct writing sequences. All of the participants showed improvements in total words written during the interventions (Tau-U = 0.63). But they showed modest results on correct writing sequence (Tau-U = 0.39).

41. Impact of Coaching on Preschool Teachers' Implementation of Embedded Teaching and Child Outcomes
Area: EDC; Domain: Applied Research
Serife Balikci (University of North Carolina Greensboro), SALIH RAKAP (University of North Carolina Greensboro), Sinan Kalkan (Canakkale Onsekiz Mart University), Burak Aydin (Ege University )
Discussant: Stephanie Valentini (University of Kansas)
Abstract: The purpose of this study was to examine the impact of training plus coaching intervention on preschool teachers’ implementation of embedded teaching practices and the corollary relationships between teachers’ implementation and child learning outcomes. A multiple probe across participants design was employed with 4 preschool teachers and 4 children with autism. Following baseline, teachers participated in a series of training sessions focused on embedded instruction. After the training, the first teacher entered the intervention phase and received coaching support while others implemented embedded instruction based on their learning during the trainings. Once the first teacher reached criterion, the second teacher entered the intervention phase and same procedure were repeated until the last teacher reached criterion. At least two sessions of maintenance data were collected from participants. Results showed that it took 5-10 coaching sessions teachers to reach criterion level of correct implementation of embedded teaching trials. All teachers maintained levels of correct implementation during follow-up sessions conducted 1 to 12 weeks after coaching intervention was over. Participating children with autism learned target skills though embedded instruction and maintained them over time.
Diversity submission 43.

Using Cultural Responsiveness Care to Design a Function-Based Treatment Plan to Increase Attendance and Participation for a High School Student During Distance Learning

Area: EDC; Domain: Service Delivery
MAY CHRISELINE BEAUBRUN (Brett DiNovi & Associates)
Discussant: Stephanie Valentini (University of Kansas)

School refusal behavior refers to child-motivated refusal to attend school and/or difficulty attending classes for an entire day. Chronic absenteeism can have an impact on reading proficiency, graduation rates, college attendance, and overall income. A functional behavior assessment can be conducted to determine the maintaining variables of school refusal behavior(s). This present study examined whether function based treatments to address school refusal behavior can be implemented during remote instruction for a high school student attending a self contained charter high school. The student. She resides at a Adolescent & Teen Residential Treatment Program. She has a history of physical abuse, sexual abuse, and severe physical neglect. At the time of this study, schools are closed and providing distance learning due to the COVID-19 pandemic. The treatment package included differential reinforcement of high rates of behavior, non contingent reinforcement, and a high low probability sequence. Data were collected on both attendance and participation. Attendance data are collected as part of each student’s personal record. Participation data were collected by permanent products of assignments completed and submitted via Google Classroom.

45. Repeated Reading Success at a Juvenile Detention Center
Area: EDC; Domain: Service Delivery
DAVID LEITCH (Cedarville University)
Discussant: Stephanie Valentini (University of Kansas)
Abstract: The ability to read is fundamental to future achievement in most areas of life, including social and academic success in many instances. Unfortunately, many young people in the juvenile justice system lack basic reading skills necessary to disengage themselves from the legal system. Combine these inherent academic struggles with a disability such as autism, and the issues are multiplied. Identifying interventions which can improve areas such as reading fluency are critical to future goal attainment for these at-risk individuals. In the instant study, a 16-year-old with autism participated in a repeated reading program while confined in a juvenile detention center. After a series of baseline reading sessions in which the youth was administered one minute reading fluency assessments, the student began his participation in the repeated reading phase. A subsequent withdrawal phase was followed by the re-introduction of repeated reading in the final phase. Results of the study indicated a measurable increase in the words per minute rate across the four phases. The results suggest that repeated reading can be an effective intervention within a correctional environment even when working with a student diagnosed with autism.

Internet Counseling on Behavior Management: Is It Effective?

Area: EDC; Domain: Service Delivery
ZUILMA GABRIELA SIGURDARDOTTIR (University of Iceland), Júlía Hafþórsdóttir (Behavior analysis lab, University of Iceland)
Discussant: Stephanie Valentini (University of Kansas)

Research on the effects of online counseling for parents to correct children's undesired behavior has shown success. However, little research has been conducted on its effects on teachers. With advancing technology, the potential to make counseling for teachers at various levels of education available on the internet has developed. This could increase the likelihood that they apply appropriate behavior management methods in their classrooms with guidance from the internet. The aim of the study was to evaluate whether pre-school teachers could take advantage of online counseling available in a behavior management webpage that provides instructions on how to apply empirically developed methods for behavior management. The study asked whether the teachers´ behavior, as well as their students' behavior, would change after they had access to internet counseling. Direct measures were taken of whether the teachers really used the advice they had chosen to follow. The results showed that the undesired behavior of students decreased and the use of teachers' correct reactions to their students' behavior increased after they started using internet counseling on the webpage. Results also showed that teachers used the advice from the internet to some extent.

49. A Systematic Review of Simultaneous Prompting and Prompt Delay Procedures
Area: EDC; Domain: Applied Research
ALEXANDRIA BROWN (University of North Carolina Wilmington), Tom Cariveau (University of North Carolina Wilmington)
Discussant: Stephanie Valentini (University of Kansas)
Abstract: A considerable body of research has shown the effectiveness of simultaneous prompting procedures in promoting the transfer of stimulus control. Interestingly, simultaneous prompting and prompt delay procedures are nearly identical, although the former does not include any explicit attempt to transfer stimulus control (i.e., the prompt is never faded). Nevertheless, research suggests that simultaneous prompting is effective, but also sometimes more efficient than prompt delay procedures. This finding is particularly noteworthy as simultaneous prompting conditions may also result in nearly errorless learning since the opportunity to emit errors would be restricted to acquisition probes. The current poster describes a systematic review of comparison studies of simultaneous prompting and prompt delay procedures. Eleven articles across seven behavior analytic and educational journals were identified. Overall, the findings suggest that simultaneous prompting and prompt delay procedures were similarly efficient, although simultaneous prompting was associated with fewer errors and minutes to mastery in approximately 70% and 65% of comparisons, respectively. Additional research is needed to better describe the conditions in which traditional prompt fading procedures are necessary to produce the transfer of stimulus control.
51. An Integrated Technology to Facilitate Collaborative Behavior Intervention Planning and Implementation in School Settings
Area: EDC; Domain: Service Delivery
ALICE BRAVO (University of Washington), Scott A. Spaulding (University of Washington), Carol Ann Davis (University of Washington), Jarek Sierschynski (University of Washington Tacoma), Kathleen Meeker (University of Washington), Annie McLaughlin (Annie McLaughlin Consulting, LLC; University of Washington), Elizabeth Kelly (University of Washington), Mischa McManus (University of Washington)
Discussant: Stephanie Valentini (University of Kansas)
Abstract: Students exhibiting challenging behavior are at risk of exclusion from general education settings. Despite well-established strategies for preventing and addressing challenging behavior, educators sometimes struggle to implement effective behavioral interventions. This poster will describe a web-based application that guides development and implementation of behavior supports for students exhibiting challenging behavior. Integrating Behavior Support and Team Technology (ibestt) moves education teams through the steps of assessment, intervention plan development, and progress monitoring, while facilitating ongoing coaching for educators and educator-family communication. The data described in this poster represent a project phase between the iterative development of the application and an experimental evaluation of the technology using single-case design. We will share results from a usability test in early childhood settings, emphasizing social validity data. Participants--up to 6 triads of educators, school-based behavior coaches, and caregivers--receive synchronous and asynchronous training followed by 1-3 months of application use. Following usability testing, participants complete a System Usability Scale and researcher-developed questions to provide feedback about acceptability and feasibility (see Figure 1). Preliminary data indicate positive user experiences from families and educators, suggesting the potential for ibestt to serve as a resource to facilitate socially valid behavioral supports in early childhood settings.



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