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| Data-Driven Autism Interventions Implemented by Parents |
| Monday, May 26, 2025 |
| 11:00 AM–11:50 AM |
| Marriott Marquis, M4 Level, Independence A-C |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Michael Nicolosi (Data Driven ABA) |
| Discussant: Nicola Cefalo (Private Practice (DDA)) |
| CE Instructor: Michael Nicolosi, M.S. |
| Abstract: Measurement is the cornerstone of any effective intervention in behavior analysis. Without accurately and continuously collected data, it is impossible to determine not only the effectiveness of an intervention but also its potential risks and benefits. Numerous studies highlight the importance of parental involvement in ABA interventions for children with autism, providing examples of interventions fully implemented by parents. Despite this evidence, parents are often excluded from interventions based on the unfounded belief that they cannot and should not implement evidence-based teaching procedures, and instead should simply 'act as parents.' But what does it mean to 'act as parents' when you have a child diagnosed with autism, if not to provide them with all the necessary tools to adapt to the world and interact with others? This symposium will present four cases of data-driven autism interventions entirely implemented by parents under the supervision of certified behavior analysts. The symposium aims to emphasize the critical importance of both data-based decisions and the direct implementation of interventions by parents. |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Data Driven, Parent, Problem Behaviors |
| Target Audience: The symposium is aimed at behavior analysts and assistant behavior analysts who are already capable of teaching new behaviors and reducing problematic behaviors using ABA principles and procedures. Basic skills in OBM (Performance Management) will also be beneficial for participants. Additionally, participants should have a solid methodological foundation in data measurement and graphical data processing. The symposium indeed offers an overview of how to use behavioral research methodology to document the progress of interventions and make decisions in the best interest of the client, and includes guidance on the use of Performance Management in parent coaching. |
Learning Objectives: 1. Engage parents in some of the most common ABA learning exercises
2. List possible solutions for behavioral problems such as pica, phobias, and lack of cooperation
3. Integrate behavior measurement into everyday practice |
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| Collaboration, Self-Care Skills and Pica in a Parent-Implemented Intervention |
| GAIA GLORIOSA CAMILLA PILOTTO (Private practice), Michael Nicolosi (Data Driven ABA) |
| Abstract: This study describes the behavioral intervention (ABA) conducted for Davide, a 9-year-old boy with autism spectrum disorder and intellectual disability. The intervention was entirely conducted by the child's mother under the remote guidance of the Behavior Analyst and the Assistant Behavior Analyst. Three areas of the intervention will be analysed with the support of data and video recordings: teaching behavioral chains for personal and domestic self-care, developing programmes for gross and fine motor imitation, and using positive punishment procedures to reduce the behavior of putting inedible objects in his mouth (PICA). At the beginning of the intervention, Davide exhibited an almost complete lack of personal and domestic self-care skills, he had difficulty sitting for extended periods, and significant problems with imitating movements. The behavior of putting inedible objects in his mouth, present since the age of 2, occupied much of his day, especially in conditions of stimulus deprivation. The ABA intervention included the application of techniques such as chaining with total task presentation, prompt fading, shaping, and positive punishment. The collected data showed Davide’s learning of complex behavioral chains (tidying up toys, making the bed, setting and clearing the table, vacuuming), fine and gross motor imitations, and a significant reduction in pica behavior. The procedures used led to tangible improvements in Davide’s cooperation and skills, highlighting the effectiveness of the parent-implemented ABA intervention. |
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| Treating Birthday Phobia in an 11-Year-Old With Autism: A Parent-Implemented, Remote Intervention |
| NICOLA CEFALO (Private Practice (DDA)) |
| Abstract: Specific phobia is characterised by a persistent and excessive fear triggered by the presence or anticipation of a specific object or situation. Behavioral responses can include wincing, crying, shaking, and avoidance behaviors such as attempting to flee. Research shows that fears and phobias are significantly more common among individuals with autism spectrum disorders (ASD) compared to their typically developing peers. For example, Mayes et al. (2013) reported that parents of 421 out of 1033 children with autism (41%) noted unusual fears, representing 92 different types. Reinforcement procedures and exposure techniques are recognised as evidence-based interventions to address fears or phobias in individuals with ASD. This paper presents an intervention aimed at treating a specific phobia of birthday-related stimuli in an 11-year-old girl with autism. The intervention was implemented entirely by the parents, who were remotely supervised by the first author. The intervention was carried out in three phases: obtaining instructional control and teaching necessary instructions, gradual exposure to birthday-related stimuli with reinforcement procedures of alternative behaviors, and exposure in natural settings. Initially, dining out or participating in social events was impossible due to the participant’s avoidance behaviors. After five months, the family can now dine out and attend parties without any issues. The presentation will include data collected by the parents throughout the intervention. |
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