|Intervention Strategies for Increasing Appropriate Task-Related Behavior|
|Monday, May 29, 2023|
|9:00 AM–9:50 AM |
|Convention Center Mile High Ballroom 4E/F|
|Area: AUT/DDA; Domain: Applied Research|
|Chair: Eileen M. Roscoe (The New England Center for Children)|
|CE Instructor: Eileen M. Roscoe, Ph.D.|
This symposium includes three papers addressing various intervention strategies for increasing appropriate on-task behavior. The first presenter will describe a study comparing two variations of a high-probability instruction sequence for increasing compliance in a child with autism. After identifying an effective intervention, the social acceptability of the procedures was assessed with clinicians. The second presenter will review a study that involved evaluating the utility of self-monitoring for increasing vocational task engagement in young adults with ASD. A systematic training of self-monitoring, a component analysis of self-monitoring alone and in combination with reinforcement will be reviewed, and a social acceptability analysis that incorporated a concurrent-chains procedure will be described. The third presenter will describe a study that evaluated the utility of a self-monitoring web-based application and reinforcement for increasing on-task behavior in elementary school students with or at risk for an emotional behavioral disorder (EBD).
|Instruction Level: Intermediate|
|Keyword(s): compliance, on-task behavior, self-monitoring, social acceptability|
|Target Audience: |
The audience should have a basic understanding of the principles of applied behavior analysis, research methods, and experimental design.
|Learning Objectives: 1. At the conclusion of this presentation, participants will be able to describe how to conduct a high-probability instruction intervention that incorporates highly preferred tasks. 2. At the conclusion of this presentation, participants will be able to describe how self-monitoring can facilitate maintenance of vocational task engagement. 3. At the conclusion of the presentation, participants will be able to describe how to conduct a technology-based self-monitoring intervention for increasing on-task behavior.|
|Evaluating the Impact of Preference on the Efficacy of the High Probability Instructional Sequence|
|AMALIX M FLORES (USF), Catia Cividini-Motta Cividini (University of South Florida), Alexandria Torres (University of South Florida)|
|Abstract: A lack of compliance is a common concern among children with autism spectrum disorder (ASD; Esch & Fryling, 2013). Low levels of compliance may deter skill acquisition, preventing one from meeting important education and social interaction objectives (Belfiore et al., 2008; Esch & Fryling, 2013; Lee et al., 2006). One intervention for increasing compliance is the high-probability instructional sequence (HPIS; Cooper et al., 2020). The purpose of the current study was to evaluate the role of preference for the high-probability instructions (high-p) included in the HPIS. Two HPIS conditions were compared, one included highly preferred high-p instructions and one included non-preferred high-p instructions. Additionally, a questionnaire was conducted with clinicians to assess the social validity of the HPIS intervention. Both HPIS conditions increased compliance for a 6-year-old child diagnosed with ASD. However, the HPIS condition that included highly preferred instructions was more efficient. Clinician rated both HPIS interventions as socially valid and effective.|
|A Component Analysis of Self-Monitoring for Increasing Task Engagement|
|LAUREN RAE (The New England Center for Children and Western New England University), Eileen M. Roscoe (The New England Center for Children), Erin S. Leif (Monash University ), Sam Sheets (Advocates)|
|Abstract: Self-monitoring as part of a multiple-component intervention has been found to be an effective treatment approach for increasing various skills, including leisure-item engagement and social interaction. A potential benefit of self-monitoring is that it can be used to facilitate maintenance of skills. However, because self-monitoring is typically combined with other treatment components (e.g., differential reinforcement of alternative behavior; DRA), the independent contribution of self-monitoring for increasing skills remains unclear. In the current study, five young adults who exhibited low levels of independent vocational engagement participated. Three analyses were conducted: a comprehensive training procedure for increasing accurate self-monitoring, a component analysis of a self-monitoring intervention for increasing vocational task engagement, and a treatment preference assessment to assess the social acceptability of self-monitoring. For all participants, self-monitoring with DRA for accuracy and engagement was necessary to increase vocational task engagement. However, performance maintained for two of five participants when the DRA contingency for engagement was removed. Interobserver agreement data were collected for 33% of sessions and averaged 95.3% for task engagement across all participants.|
The Impact of Self-Monitoring Using I-Connect for Increasing On-Task Behavior for Students With or At Risk of an Emotional Behavioral Disorder
|MARISSA DEL VECCHIO (University of South Florida ), Kimberly Crosland (University of South Florida), Asha Fuller (University of South Florida)|
The use of technology-based self-monitoring interventions is becoming more popular, increasing the likelihood that self-monitoring interventions will have greater contextual fit within classrooms. Self-monitoring has resulted in increases in desired school behaviors, such as increases in on-task behavior, academic performance and task completion, for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. (2016) and examine student and teacher use of a web-based self-monitoring application, I-Connect, and reinforcement to increase on-task behavior for upper-level elementary school students with or at risk for an emotional behavioral disorder (EBD) using extended self-monitoring intervals. Significant increases in on-task behavior as a result of the I-Connect plus reinforcement intervention in the classroom were demonstrated for all three participants.