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.


11th International Conference; Dublin, Ireland; 2022

Event Details

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Poster Session #75
DDA Poster Session
Friday, September 2, 2022
5:45 PM–7:45 PM
Ground Level; Forum
87. An Assessment of the Qualities and Behaviors of Exemplary Practitioners: Perspectives From International Behavior Analysts
Area: DDA; Domain: Service Delivery
RYAN M. ZAYAC (University of North Alabama), Lily Coleman (University of North Alabama), Amber Paulk (University of North Alabama), Jessica E. Van Stratton (Western Michigan University), Thom Ratkos (Berry College)

Having a clearer understanding of what qualities and corresponding behaviors contribute to exceptional service delivery may allow practitioners to strengthen their behavioral repertoire and, by extension, improve client well-being. Initial data utilizing the Exemplary Behavior Analyst Checklist (EBAC) indicates that U.S.-based behavior analysts believe being ethical, data-driven, analytical, client-centered, and applied are the most important characteristics to being an outstanding practitioner (Zayac et al., 2021). The current study expanded this research by asking Board Certified Behavior Analysts located outside of the United States to identify the characteristics and corresponding behaviors of individuals they consider to be exemplary in the profession. Seventy participants from 22 countries rated the extent to which exemplary behavior analysts display each quality and corresponding behaviors on the EBAC using a 1 (never exhibits this quality) to 5 (always exhibits this quality) Likert-type scale. Participants also ranked their top ten qualities in order of importance. The results showed agreement between the international and U.S.-based behavior analysts on eight out of the top ten characteristics, with the top five selections being the same (but in different order). These findings suggest there are a set of core characteristics and behaviors displayed by exemplary behavior analysts.

88. Evaluating the Effectiveness of Online Training in Understanding Behaviours That Challenge: A Pilot Study with Care Homes Supporting Adults with Intellectual Disabilities
Area: DDA; Domain: Service Delivery
NATASHA MAYA (YourHealthcare), Samantha Kelly Berge (YourHealthcare), Paul Shanahan (YourHealthcare)

Research indicates that staff knowledge and perceived confidence to manage behaviours that challenge is positively impacted by staff training. Following the recent increase of remote working, this study investigates whether online training in key areas of applied behaviour analysis improves an understanding of behaviours that challenge. Staff supporting individuals with behaviours that challenge at four different care homes were invited to complete online training videos. Participants (N=18) completed pre and post questionnaires to measure knowledge at four points: before viewing, during the video, upon completion and one month after. Participants were provided with fictional scenarios and correctly identified the function of a behaviour 38.9% of the time at baseline, 83.1% after training and 100% at 1-month follow up. Overall, scores in most knowledge domains increased, however on average were high (79%) at baseline. Fourteen participants described what they will do differently following the training, of which 10 described how they have changed their practice one month later. Results suggest that training can be an effective tool for increasing an understanding of behaviours that challenge. Further evaluation of training in combination with individualised input to reduce behaviours that challenge should be considered.

89. Increasing Community Engagement of Transition-Aged Youth With Intellectual Disabilities via a Ridesharing Application
Area: DDA; Domain: Applied Research
LESLIE ANN BROSS (University of North Carolina at Charlotte)

Transition-aged youth with intellectual disability (ID) often experience barriers to community integration due to limited transportation. One method to overcome this barrier is to teach youth with ID to use a ridesharing application (app), such as Lyft or Uber. Four youth with ID, ages 18-22, used a ridesharing app to access community locations as part of their transition program on a university campus. A single case multiple baseline across participants design was used to evaluate the efficacy of classroom and community direct instruction. Social validity of the teaching procedures was assessed via participant satisfaction surveys and exit interviews. Results indicated a functional relation between the classroom and community instruction and number of steps completed independently to request and use a ridesharing app for two of the four participants. Two participants demonstrated an ascending trend line during baseline which diminished the confidence in a functional relation for these participants. Implications for teaching transportation skills to enhance quality of life for transition-age youth with ID is discussed.

93. Implementing Practical Functional Assessment and Skill-Based Treatment in an Irish Adult Social Care Setting
Area: DDA; Domain: Service Delivery
AOIFE M. RYAN (Ability West), Kristen A. Maglieri (Ability West ), Dave J. O'Regan (Ability West, Galway, Ireland ), Lisa Gannon (Ability West)
Abstract: Practical functional assessment (PFA) and skill-based treatment (SBT) of behaviours that challenge (BTC) is a promising method of functional analysis and intervention due to its reported brevity and efficiency. This process is under-researched in adult populations. The PFA and SBT process was implemented for a 24-year-old man with autism and Down syndrome in an adult day service for individuals with complex behavioural needs. He engaged in high-intensity BTC in service and in the family home. An open-ended interview was conducted with his mother and support staff. A subsequent interview-informed synthesized contingency analysis (IISCA) or PFA confirmed the establishing operations and reinforcers influencing BTC. This information was used to design an SBT plan, which included teaching a simple functional communication response (sFCR), tolerance response (TR), and increasingly complex contextually appropriate behaviours (CABs). The sFCR and the TR were acquired in the absence of precursor and severe BTC. Teaching CABs continues in various relevant contexts. Practical considerations of implementing this process in an Irish adult social care setting are discussed, including additional training requirements, intensity of clinical input, and relevant setting characteristics.
95. Teaching Children With Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device
Area: DDA; Domain: Applied Research
Derya Genc Tosun (Eskisehir Osmangazi University), Onur Kurt (Alpaslan Autism Foundation), Zehra CEVHER (Anadolu University), Emily Gregori (University of Illinois at Chicago)

This study investiaged whether an iPad-based speech-generating device (SGD) and systematic insruction were effective in child acquisition of question answering. The study was conducted with two children with autism using a multiple probe across behaviors design. Results demonstrated that the iPad-based SGD and systematic instruction resulted in acquisition of answering all questions. Follow-up data were collected one, three, and five weeks after instruction ended. For all participants, skills maintained during follow-up and generalized to novel settings and skills. Social validity data were also collected and indicated that teachers without experience using SGDs found them to be effective and feasible for teaching communication skills.

96. How am I Doing? The Role of Self-Evaluation in an Authentic Work Setting for Individuals with a Developmental Disability
Area: DDA; Domain: Applied Research
TRACY EILEEN SINCLAIR (The University of Connecticut)
Abstract: Individuals with an intellectual or developmental disability experience poorer postsecondary outcomes compared to same-age peers. Research identified barriers to employment include soft skills. This single case study examined the application of self-evaluation to employable soft skill behaviors for three individuals with an intellectual or developmental disability. Technology was integrated into the evaluation process to increase efficiency. All participants worked in a Project SEARCH site for the majority of their school day fully immersed in an authentic work experience program. This study explored the effect of self-evaluation on a self-selected target employable soft skill behavior, how closely student self-evaluation scores matched with job coach evaluation scores, and the potential relation to self-determination. Data collection were halted due to the COVID-19 pandemic; however, results demonstrated self-evaluation may be a promising practice applied to employable soft skills. As students participated in the self-evaluation intervention, their target behaviors increased, and scores began to trend similarly to the job coach evaluation scores. Social validity evaluation showed key stakeholders felt the intervention was useful, easy to implement, and an important skill to learn to improve self-determined behaviors. Findings from this study provide practitioners with a practical, easy to incorporate strategy within an authentic work experience program.
97. Experiences of Latinx Immigrant Parents Of Children with Developmental Disabilities In the IEP Process
Area: DDA; Domain: Applied Research
CLAUDIA MONTOYA MONTOYA DUNN (San Diego State University), Valeria Yllades (Texas A&M University)
Abstract: Given the growing proportion of students receiving special education services who are culturally and linguistically diverse (CLD), there is a critical need to understand the experiences of Latinx immigrant parents of children with disabilities. This qualitative study sought to understand the perspectives of nine Latinx immigrant parents of children with developmental disabilities regarding their child’s Individualized Education Program (IEP). We conducted semi-structured interviews and analyzed the data using a general inductive approach and constant comparison analysis. Seven themes emerged: (a) parents’ insecurity of knowledge, (b) difficult terminology, (c) confusion with the IEP process, (d) discrimination or misconceptions, (e) language barriers, (f) need for parent advocacy, and (g) staff lack of knowledge. We discuss implications for future research and practice.



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