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 #296
Telehealth-Based Instructional Strategies for Promoting Learning for Young Children on the Autism Spectrum
Monday, May 29, 2023
8:00 AM–8:50 AM
Convention Center Mile High Ballroom 4A/B
Area: AUT/VRB; Domain: Applied Research
Chair: Vincent E. Campbell (Utah State University)
Discussant: Karen A. Toussaint (University of North Texas)
CE Instructor: Vincent E. Campbell, M.S.
Abstract: In this symposium, multiple studies examining telehealth-based teaching strategies for skill acquisition with children on the autism spectrum will be presented. The first study discusses and compares the results and implications of discrete trial training procedures implemented face to face and via telehealth to teach tacting with preschoolers with autism. The second study discusses the results and implications of using matrix training to teach color-shape tacting via telehealth on generalization with preschoolers on the autism spectrum.
Instruction Level: Basic
Keyword(s): DTT, generalization, matrix training, telehealth
Target Audience: clinicians, autism, practitioners, BCBAs, graduate students in behavior analysis
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) Identify and describe implications of using face to face and telehealth procedures to teach skills to preschoolers with autism, 2) Identify and describe uses of matrix training to promote generative learning with preschoolers on the autism spectrum, and 3) Identify and describe how to implement DTT and matrix training via telehealth modality.
Comparing the Effectiveness of Discrete Trial Training Delivered via Telehealth and Face-to-Face on Skill Acquisition
NICK ALEXANDER LINDGREN (Utah State University), Jessica Anna Osos (Utah State University), Thomas S. Higbee (Utah State University), Vincent E. Campbell (Utah State University), Beverly Nichols (Utah State University)
Abstract: The onset of the COVID-19 pandemic has impacted the delivery of EIBI services. As a result, many EIBI service providers have shifted to either temporarily or permanently providing some or all of their services via telehealth. The majority of published research on behavior analytic approaches to telehealth has focused on training others to implement behavior analytic interventions in a face-to-face setting. In contrast, a relatively small number of researchers have evaluated direct EIBI service delivery via telehealth (i.e., professionals directly providing behavior analytic interventions to clients/learners using technology). Little is known about the effectiveness of behavior analytic interventions delivered directly to learners via telehealth compared to standard face-to-face intervention delivery. the purpose of the present study is to compare the effectiveness of DTT delivered via telehealth and face-to-face on the acquisition of tacts targets for children diagnosed with ASD in an EIBI program. The results and implications about the effectiveness of the different teaching modalities as well as observed generalization and maintenance will be discussed.
The Use of Matrix Training to Teach Color-Shape Tacts Through Telehealth
JESSICA ANNA OSOS (Utah State University), Nick Alexander Lindgren (Utah State University), Thomas S. Higbee (Utah State University), Vincent E. Campbell (Utah State University)
Abstract: One teaching strategy to produce generative responding across various skill domains is matrix training (Curiel et al., 2020). Matrix training involves systematically arranging and selecting multi-component instructional targets (such as noun-verb and adjective-noun combinations). Instructional targets are arranged by organizing components in isolation on a minimum of two axes. Within matrix training, only a select few of the two-component combinations are directly taught; then, following mastery of the selected targets, a check is completed to test for the emergence of the rest of the combinations within the matrix. The COVID-19 pandemic has led to limited face to face instruction for children with ASD and increased the utilization of telehealth service delivery by clinicians and researchers. The present investigation examined the following: 1) What effect does matrix training, delivered via telehealth, have on acquisition of color-shape labeling skills? and 2) To what extent does matrix training with limited training targets lead to acquisition of untrained targets in the training matrix and generalization matricies? Following matrix training implementation via telehealth for color-shape tacting, all three participants acquired the training targets and generalized responding to all untrained targets.



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