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.


49th Annual Convention; Denver, CO; 2023

Event Details

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Symposium #74
CE Offered: BACB
Diversity submission CANCELLED: Compassionate and Individualized Applied Behavior Analysis: Supporting Diverse Children and Caregivers in Family-Focused Interventions
Saturday, May 27, 2023
4:00 PM–4:50 PM
Convention Center Mile High Ballroom 4E/F
Area: AUT/DDA; Domain: Applied Research
Chair: Sarah Grace Hansen (30306)
CE Instructor: Sarah Grace Hansen, Ph.D.

Families of young children experiencing behavioral challenges require support early on. There is an urgent need for early, systematic, preventive help to reduce the risk of future behavioral difficulties and family stress. Despite a wealth of research on evidence-based interventions, many families do not receive the support they feel is necessary and tailored to their children with and at risk for developmental disabilities and to their cultural context. Three research studies focusing on compassionate, individualized ABA in early intervention will be presented. Findings suggest the need for increased compassion and collaboration in ABA, accessibility of individualized coaching in ABA for parents of young children, and considerations for cultural adaptation. Data for each project will be presented. Implications for future research and practice will be discussed.

Instruction Level: Intermediate
Keyword(s): caregiver-mediated intervention, compassionate care, cultural adaptation, intervention research
Target Audience:

Intermediate Participants have experience working with clients and some knowledge in multiple baseline, single-case design research.

Learning Objectives: 1. Identify common strengths and barriers to collaboration with families. 2. Describe why it is necessary to culturally adapt interventions and train interventionists to work with marginalized populations. 3. Describe the existing evidence and the evidence presented in the session on appropriate practices for young children with DD and families. 4. State the importance of using compassionate care with clients and stakeholders.
Diversity submission Exploring Perceptions and Use of Compassionate Care with Early Interventionists and Caregivers: A Mixed Methods Investigation
Sophia D'Agostino (Utah State University), Ana Duenas Garcia (San Diego State University ), Sarah Douglas (Michigan State University), Hedda Meadan (University of Illinois Urbana-Champaign)
Abstract: Compassionate care practices are integral to forming positive, collaborative relationships with caregivers. The field of behavior analysis has identified a need to integrate compassionate care into professional development and service provision practices. Taylor and colleagues (2019) proposed core skills with operationally defined subskills to teach compassionate care. The present study utilized a convergent mixed methods design to investigate the use compassionate care skills from the perspectives of early interventionists (EI) and the caregivers they coach. Data from online questionnaires, compassionate care logs, and semi-structured interviews allowed for a deeper understanding of the role and potential of compassionate care. Findings indicate that EI providers and caregivers value compassionate care and noted specific benefits related to improved outcomes, relationship building, and satisfaction. Overall, findings suggest areas of growth for compassion and collaboration skills that are relevant for the field of applied behavior analysis.
Diversity submission 

Evaluation of a Caregiver-Mediated Naturalistic Developmental Behavior Intervention With Latinx Mothers of Young Children on the Autism Spectrum

Ana Duenas Garcia (San Diego State University )

Caregiver mediated intervention (CMI) is an evidence-based practice that centers caregivers as interventionists for their autistic children (Akemoglu et al., 2020; Brookman-Frazee et al., 2006; Kaminski et al., 2008; Steinbrenner et al., 2021). Several CMIs have demonstrated positive social communication outcomes for young children on the autism spectrum delivered in person (Bradshaw et al., 2017; Ingersoll & Wainer, 2013) via telehealth (Ferguson et al., 2018; Vismara et al., 2018) and in a group setting. However, CMIs have minimally considered the racial, ethnic, or cultural variables that may impact caregiver and child outcomes (Jones & Mandell, 2020). A multiple probe design across caregiver and child dyads was used to experimentally evaluate the caregiver-mediated NDBI on Latinx caregiver fidelity and child social communication outcomes. Results demonstrated Latinx caregivers’ fidelity of implementation was stable but high at baseline for some components of NDBI and continued to improve with caregiver coaching. Child outcomes were mixed for social communication, demonstrating the need to understand dosage of caregiver-mediated NDBIs.

Diversity submission 

Promoting Reciprocal Relationships With Flexibility, Coaching, and Teaching (PRRFCT Match): A Virtual Parent-Mediated Intervention Package for Young Children With Developmental Disabilities

Megan Kunze (University of Oregon), Qi Wei (University of Wisconsin-Whitewater )

Despite a wealth of evidence-based intervention research, many families do not receive any support for their children with and at risk for developmental disabilities (DD). When services are available, they can be limited by lengthy wait lists, require high effort on the part of the family, or be ignorant of cultural adaptations. Promoting Reciprocal Relationships with Flexibility, Coaching and Teaching (PRRFCT Match) intervention package incorporates a virtual coaching protocol to teach parents how to implement evidence-based, applied behavior analytic (ABA) techniques to increase engagement with their child experiencing DD. Using a concurrent multiple baseline design across participants, parent-child dyads (N=10) were paired with graduate student clinicians and coached to use ABA technologies to increase child engagement during play. Results include visual analysis, with Tau-U, distal and non-experimental (pre-, post-test) outcomes for parents (stress, parent self-efficacy) and children (inflexible behaviors, adaptive behavior). Implications for science and practice in early intervention will be discussed.




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Modifed by Eddie Soh