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| Purposeful Practice Makes Fluent Performance: A Fluency-Based Approach Towards Improving Daily Living and Employment Outcomes |
| Monday, May 29, 2023 |
| 10:00 AM–10:50 AM |
| Convention Center Mile High Ballroom 1A/B |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: Alyvia Anaple (Western Michigan University) |
| CE Instructor: Jessica E. Van Stratton, Ph.D. |
| Abstract: Vocational and daily living skills are related repertoires that are important for functioning in adulthood (Taylor et al., 2014). This symposium will share recent research on precision teaching based instructional approaches to improve these skills for individuals with intellectual and developmental disabilities (IDD). The first study evaluated the effects of frequency building in a simulated training environment on vocationally related component and composite skill performance for three transition-aged young adults with IDD. The second study analyzed a ‘precision health’ approach focused on improving the performance of component skills for successful medical appointments. The final study compared the effects of a video prompting and video prompting plus frequency building on the acquisition of daily living skills for three adolescents with autism spectrum disorder. Each presentation will describe how incorporating precision teaching can help address important skill repertoires for daily functioning at home and in the community. |
| Instruction Level: Basic |
| Keyword(s): daily living, employment, frequency building, precision teaching |
| Target Audience: The target audience for this presentation includes practicing behavior analysts (BCaBAs, BCBAs, BCBA-Ds), graduate students in behavior analysis, and Registered Behavior Technicians (RBTs). |
| Learning Objectives: At the conclusion of the symposia, participants will be able to: (1) describe how precision teaching can be used to build up vocational and daily living skills for individuals with intellectual and developmental disabilities; (2) explain the importance of fluency with component skills; (3) summarize benefits individuals can gain from well-developed daily living and vocational repertoires. |
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| Effects of Frequency Building to a Performance Criterion on Vocational Component Skill Fluency |
| Jessica Van Stratton (Western Michigan University), KYLE VISITACION (Western Michigan University) |
| Abstract: More research is needed on evidence-based practices targeting vocational skill acquisition for adults with intellectual and developmental disabilities (IDD; Wehman et al., 2018). Precision teaching methodologies have been used to improve skill repertoires in several academic settings but the literature base for precision teaching’s application with vocational skill training is still emerging. The present study used frequency building to a performance criterion to build fluency with component skills required for composite performances at participants’ job sites. Participants were three transition-aged young adults with IDD from an intermediate school district transition center. Participants were trained on relevant component skills using materials similar to those at their job site and demonstrated improvements during frequency building relative to baseline probes across multiple related skills. Evaluations of fluency outcomes after aims were met suggest participants maintained fluent or near fluent component skill performances. These outcomes support the use of frequency building for developing fluent performance for important vocational skills required across different industries. Data from composite skill performances at the job site suggest additional instruction beyond component skill instruction alone may be necessary for the effects of intervention to fully transfer to the job site. |
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An Examination of Video Prompting Interventions for Teaching Daily Living Skills to Adolescents With Autism |
| RICK M. KUBINA (Penn State) |
| Abstract: The present study used an adapted alternating treatment design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting changes better for two of the three students. The FB component in the VP + FB produced strong, consistent gains for all students in terms of retention. |
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| Cultivating Client Assent During Essential Care Routines |
| KELLY J. FERRIS (Organization for Research and Learning (ORL)) |
| Abstract: Independent self-care and adaptive skills are essential for daily living. When these repertoires aren’t well established, professionals and families can struggle to happily care for their client or child. This presentation will review analysis, design, and data-based decision making methods used to create an assent-based approach to teaching and providing self-care. Case studies from two clients will demonstrate the application of these methods with performance data plotted and analyzed on the standard celeration chart. |
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