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Evaluating the Outcomes of Low-Intensity Behavior Interventions |
Sunday, September 29, 2019 |
9:00 AM–9:50 AM |
Stockholm Waterfront Congress Centre, Level 6, A2 |
Area: AUT/VBC; Domain: Translational |
Chair: Paula Pompa-Craven (Easterseals Southern California) |
CE Instructor: Amin Duff Lotfizadeh, Ph.D. |
Abstract: Early intensive behavioral interventions are considered the intervention of choice for treating individuals diagnosed with autism spectrum disorder. However, in many instances constraints prevent individuals from receiving intensive behavioral treatments and low-intensity interventions are provided instead. In this symposium, the authors will present outcome of low-intensity behavioral interventions across different sites using a variety of assessment tools, including the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), the Vineland Adaptive Behavior Scale, Childhood Autism Rating Scale (CARS), IQ scores, and other related measures. The reliability of the VB-MAPP is discussed and it is evaluated as an outcome measure. |
Instruction Level: Intermediate |
Keyword(s): autism, clinical outcomes, low-intensity, vb-mapp |
Target Audience: Practitioners and policy-makers who provide ABA interventions or prescribe interventions for autism. |
Learning Objectives: 1) Describe outcomes of low-intensity ABA interventions 2) Describe the outcomes of community-based low-intensity ABA interventions 3) Describe the reliability of the VB-MAPP assessment |
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Moderate Effects of Low-Intensity Behavioral Interventions |
(Service Delivery) |
AMIN DUFF LOTFIZADEH (Easterseals Southern California), Ellie Kazemi (California State University, Northridge), Paula Pompa-Craven (Easterseals Southern California), Sigmund Eldevik (Oslo and Akershus University College of Applied Sciences) |
Abstract: We compared two-year clinical outcomes across two group of individuals who received ABA interventions for an average of 10.6 (n=98) and 5.7 weekly hours (n=73). The more intensive group made greater gains on language skills, social skills, and other areas assessed by the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). We also evaluated gains for a smaller sample of the participants (n=28) using the Vineland Adaptive Behavior Scales (VABS) but the groups did not differ on this measure after two years. The gains in this study were moderate and provide further support for a dose-response relationship between intervention hours and outcomes. |
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Evaluating the Inter-Rater Reliability of the VB-MAPP |
(Applied Research) |
KHRYSTLE LAUREN MONTALLANA (Easterseals Southern California), Brendan Michael Gard (Easterseals Southern California), Amin Duff Lotfizadeh (Easterseals Southern California), Alan D. Poling (Western Michigan University) |
Abstract: The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is a comprehensive assessment tool that takes a functional and topographical approach to assessing language and other skills (e.g., social skills, play skills, math skills). The VB-MAPP has received considerable attention and promise as a clinical assessment tool and was recently used as an outcome measure in a longitudinal study. This study evaluates the inter-rater reliability of the VB-MAPP when administered by trained clinicians who regularly conducted the VB-MAPP as part of their clinical duties. The Milestones assessment had moderate to good reliability, but individual domains within it were less reliable. Caution must be taken when analyzing individual domain scores. |
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Effects of Moderately Intensive Behavioral Intervention Provided Through a Community-Based Service Model |
(Service Delivery) |
SIGMUND ELDEVIK (Oslo and Akershus University College of Applied Sciences), Kristine Berg Titlestad (Oslo Metropolitan University), Hege Aarlie (Norway ABA), Roy Tonnesen (Pedagogisk Psykologisk Tjeneste), Silje Nikolaisen (Norwegian ABA), Astri Valmo (Centre for Early Intervention (STI)) |
Abstract: We evaluated outcome of early behavioral intervention for children with Autism Spectrum Disorders (ASD) as it was provided through public service providers in Norway. One group of children received low intensity intervention (11.1 weekly hours), a second group higher intensity intervention (18.1 weekly hours), and a third group received eclectic special education. We compared outcomes on adaptive behavior, ASD severity and intellectual functioning across the groups after one year. Although, both the lower and higher intensity behavioral intervention groups received less hours than what is recommended in the literature, both groups did significantly better than the eclectic comparison group. Furthermore, the higher intensity behavioral group did better than the lower intensity behavioral group. Confirming a dose-response relationship between intensity and gains made. Nevertheless, gains in both behavioral groups were more modest than what is reported for intervention that is more intensive. We discuss the pros and cons of the publicly funded behavioral intervention model. |
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Gained in Translation: Contemporary Approaches to Translational Research in Behavior Analysis |
Sunday, September 29, 2019 |
9:00 AM–9:50 AM |
Stockholm Waterfront Congress Centre, Level 2, Meeting Room 24/25 |
Area: EAB/PCH; Domain: Translational |
Chair: Carol Pilgrim (University of North Carolina Wilmington) |
Abstract: The three talks to be presented in this symposium represent a range of current approaches to translational research in behavior analysis. Each provides a unique illustration of interplay between basic, applied, and conceptual issues in behavior analysis and of the benefits to be gained from a careful marshalling of these interactions. Christine Hughes will discuss a pigeon laboratory model for investigating the aversive characteristics of timeout and its parameters, with attention to implications of her findings for the timeout procedures commonly used across a range of settings and populations. David Maguire will present work with nonhuman primates evaluating the clinical potential of opioid/cannabinoid mixtures to treat pain while simultaneously decreasing or even eliminating the adverse effects that have led to pressing societal concerns over the medical use of opioids.
Carol Pilgrim will describe outcomes from two experiments, one of which explores theoretical questions about the contingency-based origins of equivalence relations in the lab and one which translates that laboratory work into effective procedures for establishing English vocabulary skills with Spanish-speaking preschoolers. |
Instruction Level: Advanced |
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Translational Timeout Research: Challenges in the Lab |
(Basic Research) |
CHRISTINE E. HUGHES (University of North Carolina Wilmington), Tiffany Kronenwetter (University of North Carolina Wilmington) |
Abstract: Timeout from positive reinforcement is a frequently used and accepted punishment procedure across a wide range of situations and populations. Although extensively used, it is somewhat surprising that empirical basic research is lacking. Lerman and Vorndran (2002) and Hackenberg and DeFulio (2007), lamenting this lack of research, called for more systematic and thorough investigations of punishment contingencies. In this presentation, I will discuss research from our lab with pigeons in which we have examined the aversive characteristics of timeout and manipulated parameters of timeout, such as duration and type of timeout. I also will discuss how timeout procedures are modeled in the lab and discuss procedural considerations for this type of translational research. |
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Preclinical Evaluation of Opioid/Cannabinoid Mixtures for Treating Pain |
(Basic Research) |
DAVID R. MAGUIRE (University of Texas Health Science Center at San Antonio), Lisa R. Gerak (University of Texas Health Science Center at San Antonio), Charles Patrick France (University of Texas) |
Abstract: Opioids are the gold standard for treating many types of pain, but their therapeutic utility is limited by numerous adverse effects, particularly those contributing to abuse and overdose. Cannabinoids such as delta-9-tetrahydrocannabinol (Δ9-THC), the primary psychoactive constituent in cannabis, increase the potency for opioids to produce antinociceptive effects, suggesting that an opioid could be combined with a cannabinoid to treat pain. However, the therapeutic utility of drug mixtures depends upon whether drugs that enhance the antinociceptive effects of an opioid similarly increase its adverse effects. These studies evaluated the therapeutic potential of opioid/cannabinoid mixtures in nonhuman primates using highly translatable procedures to characterize their antinociceptive and abuse-related effects. Antinociceptive effects were measured using warm-water tail withdrawal, and abuse-related effects were studied using procedures, such as drug self-administration and food/drug choice, that have established predictive validity for different aspects of drug abuse. Results of these studies indicate that while cannabinoids enhance the antinociceptive effects of opioids, they do so without increasing abuse-related effects. Thus, opioid/cannabinoid mixtures could be used to treat pain while decreasing or possibly eliminating adverse effects that currently limit the legitimate medical use of opioids. |
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Does the Laboratory Analysis of Stimulus Equivalence Matter for Application? |
(Basic Research) |
CAROL PILGRIM (University of North Carolina Wilmington), Brittany Williams (Central Regional Hospital), Astrid La Cruz Montilla (Student) |
Abstract: Basic laboratory analyses of equivalence phenomena can often seem esoteric and far-removed from the practicalities of hands-on applications. This paper will argue that attention to such lab findings can nevertheless yield powerful directions for establishing functional skills. Two experiments will be used to provide support for this position. First, a laboratory investigation demonstrated the formation of 8-member equivalence classes in four typically developing children as a function of training three-term contingencies with compound discrimination stimuli and compound class-specific consequences (i.e., selecting A1B1 or C1D1 produced R1r1; selecting A2B2 or C2D2 produced R2r2; and selecting A3B3 or C3D3 produced R3r3) and then D-E and D-F conditional discriminations. Second, the same approach was adapted to teaching English vocabulary to seven Spanish-speaking preschoolers. Simple discriminations were trained with compounds as discriminative stimuli (a written English word and a corresponding picture) and as class-specific reinforcers (a spoken English word and additional pictures). In a multiple-baseline across word-sets design, seven participants showed that printed English words, discriminative pictorial representations, and picture consequences became interchangeable equivalence-class members. Novel picture exemplars also functioned as class members, and five participants demonstrated emergent naming of pictures and printed words. |
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Toward Expanding Repertoires: Identifying and Training Behaviors Associated With Exemplary ABA Practitioners |
Sunday, September 29, 2019 |
10:30 AM–11:20 AM |
Stockholm Waterfront Congress Centre, Level 6, A2 |
Area: AUT/TBA; Domain: Translational |
Chair: Kevin Callahan (University of North Texas) |
CE Instructor: Kevin Callahan, Ph.D. |
Abstract: Despite the demonstrated effectiveness of ABA therapy for individuals with autism, relatively little research has focused on the characteristics and behaviors that distinguish exemplary client-therapist interactions. This symposium summarizes research to identify and train qualities and corresponding behaviors of effective ABA practitioners: (1) A survey of BCBAs ranked therapist characteristics and qualities, resulting in the development of the Exemplary Behavior Analyst Checklist (EBAC) of 35 essential traits. In a follow-up survey, BCBAs rated the extent to which exemplary practitioners demonstrated each trait, and ranked their Top 10 qualities in order of perceived importance. (2) Characteristics of ABA therapists within the concept of Behavioral Artistry (BA) (a repertoire of interpersonal behaviors including care, attentiveness, and creativity) were investigated. Parents surveyed significantly preferred BA traits. ABA students were determined to have lower levels of BA compared to other helping professions, and autism therapists with lower levels of BA qualities were observed to deliver ABA less effectively. (3) Therapist social interactions were conditioned using an operant discrimination training (ODT) procedure. Sequential analysis of social interactions and positive social responses suggest that client/therapist positive responding to each other’s social initiations increased following ODT. Implications for training and supervising effective ABA practitioners are addressed. |
Instruction Level: Intermediate |
Keyword(s): autism treatment, conditioned reinforcement, social validity, therapist-client relationship |
Target Audience: The target audience for this symposium is behavior analysts currently engaged in delivering therapeutic services and supervising other behavior analysts/staff, as well as researchers and clinical administrators. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe characteristics and corresponding behaviors identified by behavior analysts as essential to being an exemplary ABA practitioner; (2) list a minimum of three interpersonal characteristics associated with the concept of "Behavioral Artistry" as it relates to behavioral practice; (3) describe a clinical intervention designed to increase the effectiveness of behavioral practitioners' social interactions as a reinforcer. |
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Mastering Your Craft: Behavior Analysts’ Perspectives on the Characteristics and Behaviors of Exemplary Practitioners |
(Applied Research) |
RYAN M. ZAYAC (University of North Alabama), Madison Williams (University of North Alabama), Ashton Geiger (University of North Alabama), Amber Paulk (University of North Alabama), Jessica E. Frieder (Western Michigan University), Thom Ratkos (Berry College) |
Abstract: What makes an individual an exceptional behavior analyst? Given our profession’s focus on objective definition, description, quantification, and experimentation, we should be well-prepared to answer this question. Nonetheless, many of us may struggle to identify what exactly distinguishes an ideal behavior analyst from an average behavior analyst. Phase I of the current study asked BCBAs and BCBA-Ds in the United States to identify their top five qualities and attendant behaviors of those individuals they considered exemplary behavior analysts. Two hundred seventy-four participants completed the survey, resulting in 180 different identified qualities. After consolidating similar qualities (e.g., compassionate, thoughtful, caring) into one category (“Empathetic”), the authors narrowed the list to 35 qualities and corresponding behaviors, which we have named the Exemplary Behavior Analyst Checklist (EBAC). In phase II, 392 BCBAs and BCBA-Ds rated the extent to which exemplary behavior analysts display each quality and corresponding behaviors using a 1 (never exhibits this quality) to 5 (always exhibits this quality) Likert-type scale. Participants also ranked their top 10 qualities in order of importance. A discussion of the EBAC and participants’ ratings will be presented, including implications related to training, study limitations, and future research. |
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Behavioral Artistry: Toward Expanding Repertoires of Effectiveness in the Applied Behavior Analysis Treatment of Autism |
(Service Delivery) |
KEVIN CALLAHAN (University of North Texas), Richard M. Foxx (Penn State University at Harrisburg), Adam Swierczynski (University of North Texas Kristin Farmer Autism Center), Susan Marie Nichols (University of North Texas Kristin Farmer Autism Center), Xing Aerts (University of North Texas Kristin Farmer Autism Center), Smita Shukla Mehta (University of North Texas), Rachita Sharma (University of North Texas), Andrew Donald (University of North Texas Kristin Farmer Autism Center) |
Abstract: This study investigated interpersonal characteristics associated with Richard Foxx's seminal concept of "Behavioral Artistry," (BA) a repertoire of therapist behaviors including care, attentiveness, creativity, humor, and optimism, among others, hypothetically associated with the high-quality delivery of Applied Behavior Analysis (ABA) treatment. The results of a U.S. nationwide survey of parents of children with autism (N=86) indicated that respondents preferred Behavioral Artistry traits for ABA therapists over non-Behavioral Artistry traits. A separate survey of 212 university students on a standardized personality assessment (Cattell's Sixteen Personality Factors Questionnaire) revealed that students majoring and/or working in the field of ABA had lower levels of Behavioral Artistry than those in other human services professions. Finally, therapists with higher and lower BA scores were observed over multiple Discrete Trial Training and Naturalistic Environment Training therapy sessions using partial interval and frequency recording. Therapists with higher levels of Behavioral Artistry were rated more positively in their delivery of ABA therapy for children with autism. These results suggest there may be a potential benefit for autism therapists to demonstrate humanistic characteristics and behaviors, in addition to technological skills. Implications for screening, hiring, training, and supervising effective ABA therapists within a Behavioral Artistry model will be discussed. |
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A Sequential Analysis of Therapist and Child Social Behavior Following a Conditioned Reinforcement Procedure |
(Applied Research) |
KAREN A. TOUSSAINT (University of North Texas), Carly Lapin (University of North Texas), Kristi Cortez (University of North Texas) |
Abstract: A core characteristic in autism spectrum disorder is that individuals often have deficits in social interactions. To address these deficits within a therapeutic context, we conditioned therapists’ social interactions as a reinforcer for children with autism using an operant discrimination training (ODT) procedure. Participants included three child-therapist dyads at a university-based autism center. Results from a reinforcer evaluation indicate that the value of therapists’ attention increased following ODT. Next, we conducted a sequential analysis to examine the correlation between social initiations and positive social responses that occurred during unstructured play observations for both therapists and children. Results of the sequential analysis suggest that child participants and therapists increased positive responding to each other’s social initiations following operant discrimination training. Findings highlight the reciprocal effects of therapist-child interactions, as well as the effectiveness of establishing social attention as a reinforcer via an operant discrimination training procedure. Implications for training and supervision will be discussed. |
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Many Faces of Reinforcement, Punishment, and Extinction |
Sunday, September 29, 2019 |
10:30 AM–11:20 AM |
Stockholm Waterfront Congress Centre, Level 2, Meeting Room 24/25 |
Area: PCH/EAB; Domain: Translational |
Chair: Iver H. Iversen (University of North Florida) |
Abstract: The behavioral effects of reinforcement, punishment, and extinction are the cornerstones of behavior analysis. Yet, critiques of behavior analysis often point to problems with these basic effects even to the extent of stating that “reinforcement doesn’t work” or that the effects are due to other embedded variables (such as intrusion of natural behavior). In reality, the effects are complex and highly dependent on procedural variables. For example, reinforcement can strengthen behavior even at the level of a single reinforcer, yet after several sessions of acquisition, reinforcement no longer strengthens but instead maintains behavior. Effects also depend on levels of analysis, as seen when immediate effects of reinforcement, punishment, and extinction are very different from long-term effects. Stimuli routinely associated with reinforcement, punishment, and extinction can acquire discriminative properties for ongoing behavior with both excitatory and inhibiting effects. The presentations will outline various effects of reinforcement, punishment, and extinction in both laboratory and clinic, using examples from research to illustrate the problems with interpretation and terminology. The overall purpose is to alert behavior analysts that discourse about behavior becomes complex and unproductive when basic terms refer to different effects. |
Instruction Level: Intermediate |
Keyword(s): extinction-definition, punishment-definition, reinforcement-definition |
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The Many Faces of Reinforcement |
(Theory) |
IVER H. IVERSEN (University of North Florida) |
Abstract: That reinforcement strengthens and maintains behavior is well established. Yet, critiques of the strengthening effects of reinforcement rest on the idea that the reinforcer is also an eliciting stimulus for natural behavior other than the operant. Recent views in behavior analysis suggest that reinforcement delivery only serves as a discriminative stimulus. The presentation will outline what reinforcement does to behavior at various levels of analysis. Even a single reinforcer can strengthen behavior. Schedules of reinforcement establish stable patterning of operant behavior, and reinforcers no longer strengthen but instead maintain behavior. Reinforcer delivery serves as an immediate S-delta as it stops the operant promptly as the subject collects the reinforcer. Reinforcer delivery can also have other discriminative properties. Examples of strengthening, maintenance, and discriminative properties of reinforcement will be illustrated with examples from experiments. Contingencies of reinforcement as a controlling variable is often not emphasized outside of behavior analysis. The presentation will emphasize that in discourse about reinforcement and operant behavior, the strengthening, maintaining, and discriminative functions of reinforcers as well as contingencies are often mixed up or not fully articulated. Highlighting just one effect can lead to misunderstandings and a lack of appreciation of additional effects of reinforcement. |
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The Many Faces of Punishment |
(Theory) |
PER HOLTH (OsloMet -- Oslo Metropolitan University) |
Abstract: The standard definition of reinforcement requires that: (1) responses have consequences, (2) the response rate increases, and (3) the rate increases because of the response—consequence contingency. A standard definition of punishment is similar, except for a reduction in response rate. Response consequences can consist of the presentation or the removal of a stimulus. In either case, the stimulus change can have functions in addition to punishing the preceding response. First, the stimulus change can function as a discriminative stimulus for punishment, predicting punishment and thereby occasioning a reduced rate of responding. Second, the punishing stimulus change can function as a discriminative stimulus, signaling reinforcement and thereby occasioning an increased response rate. Third, the stimulus change may elicit responses that may be similar to, or incompatible with, the punished responses. When elicited responses are incompatible with the punished responses, the response rate may drop more than what is the direct effect of punishment. On the other hand, when elicited responses are similar to the punished responses, the punishment may be misinterpreted as reinforcement. Reducing, suppressing, discriminative, and eliciting effects of stimuli confuse discussions of the effects of punishment. Different definitions of punishment within behavior analysis have added to the confusion. |
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The Many Faces of Extinction |
(Theory) |
MONICA VANDBAKK (Norwegian Association for Behavior Analysis/Oslo and Akershus University College) |
Abstract: The procedure of withholding reinforcement for a previously reinforced response is called extinction. Extinction is customarily demonstrated in laboratory settings but has not been documented clearly in applied settings. This could be because extinction typically produces a gradual reduction in behavior. The extinction procedure can both eliminate and generate behavior. When reinforcement is removed abruptly, numerous unreinforced responses can follow and this is commonly known as an extinction burst. Other generative effects of extinction are extinction-induced variability, extinction-induced responding (aggression and attack), resurgence, and spontaneous recovery. These effects are typically transitory and disappear. However, stimuli associated with extinction become S-delta and can have immediate suppressive effects, that are permanent (turning on an S-delta can stop an operant immediately). Effects of extinction are of great importance in applied settings and should therefore be made more familiar to those who propose and practice extinction-based procedures in their clinical work. Because extinction procedures have different effects on behavior depending on previous history and time window of observation, communications about extinction effects should specify the particular methods and effects being discussed. |
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Improving Educational Outcomes for Children With Disability in Victorian Schools |
Sunday, September 29, 2019 |
10:30 AM–12:20 PM |
Stockholm Waterfront Congress Centre, Level 2, C1 |
Area: EDC/OBM; Domain: Translational |
Chair: Erin S. Leif (Monash University ) |
Discussant: Brenda J. Bassingthwaite (The University of Iowa Children's Hospital) |
Abstract: In 2016, the Victorian Government undertook a comprehensive review of its Program for Students with Disabilities (PSD). The review found that, while the PSD delivers substantial funding to support students with disabilities, there are significant weaknesses in its design, implementation and accountability. Specifically, the review found that (a) Victoria lacks a clear inclusive education policy and framework, (b) inclusion of all students requires a sustained investment in the education workforce’s training and professional learning opportunities, (c) there is a lack of accountability and transparency for funding and outcomes for all students with disabilities, and (d) a more effective approach to identify and support students with disabilities is required (www.education.vic.gov.au). As a result of these findings, The Victorian Department of Education and Training is now delivering an inclusive education agenda to give schools extra resources, support and guidance, with a focus on developing the knowledge and skills of school staff, and giving schools clearer guidance and specialist support to better respond to the needs of students with disabilities. In this symposium, we will present the findings from several current projects designed to directly address the issues highlighted by the Victorian Government in the 2016 review. |
Instruction Level: Intermediate |
Keyword(s): Challenging Behaviour, Functional Assessment, Inclusion, Staff Training |
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Toward Sustained Implementation of School-Wide Positive Behaviour Support in Victorian Schools |
(Service Delivery) |
RUSSELL FOX (Monash University), Dennis W. Moore (Monash University), Umesh Sharma (Monash University) |
Abstract: The Government of Victoria has recently launched an inclusive education reform agenda, which has included a considerable boost to funding. As part of this reform agenda, over 300 Victorian government schools have or soon will adopt the School Wide Positive Behaviour Support (SWPBS) framework to promote student engagement and well-being. SWPBS uses a tiered response-to-intervention framework which invests in prevention (Tier I), identifies and provides targeted, individualised, and small group interventions for students not responding to prevention (Tier II), and utilises function-based, individualised, and intensive interventions for students requiring further support (Tier III). Within the Victorian Department of Education, processes and resources are being established to ensure implementation is sustained at the state-level. In light of this, we conducted a systematic literature review to identify the factors that impede or enhance the successful and sustained implementation of SWPBS. Appropriate resourcing and the presence of an effective SWPBS support team were noted to be the most critical factors enabling the implementation of SWPBS, at both the school and state/district level. In this presentation, we will discuss the strengths and limitations of this body of literature, and propose several best practice recommendations for sustained implementation of SWBPS in Victorian schools. |
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Building the Capacity of Teachers in Inclusive Educational Settings in Victoria |
(Service Delivery) |
SARAH WOOD (Learning for Life Autism Centre) |
Abstract: In this presentation, an innovative school consultancy model based on applied behaviour analysis will be discussed. Learning for Life’s “Inclusion Works” program is a school consultancy program designed to give teachers working in inclusive settings the independent competence to deliver effective behavioural management strategies to their current and future students with autism, strengthening these students’ opportunity for educational success. The multi-component program consisted of (a) an introductory 6-hour, whole-school professional development workshop on reinforcement, behavioural function, and prevention of problem behaviour, (b) functional assessment and development of individualised supports for at-risk students, and (c) behavioural skills training for teachers on the implementation of function-based interventions. To date, the program has been piloted in three schools in Victoria. Initial survey data from 31 teachers suggests that the consultancy program was effective for increasing teacher confidence at managing student behaviour in the classroom and increasing teacher confidence in supporting students’ academic, social and emotional development. Discussion of the benefits and limitations of this model will demonstrate how the principles of applied behaviour analysis can be used to coach teachers to apply function-based interventions with students in inclusive educational settings. |
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Building the Capacity of School Teams: Results of a Government-Funded Pilot Project in Melbourne, Australia (Victoria) |
(Applied Research) |
LISA KEMMERER (STAR Autism Support), Jesse Arick (STAR Autism Support), Todd Macbeth (Victorian Department of Education and Training), Ian Raymond Cronin (Victorian Department of Education and Training), Charity Crowell (Victorian Department of Education and Training), Rajesh Sharma (Victorian Department of Education and Training), Christine Yam (Victorian Department of Education and Training), Martina Holland (Victorian Department of Education and Training) |
Abstract: The Board-Certified Behavior Analyst (BCBA) Pilot Project was developed to build the capacity of student support service (SSS) professionals and school teams across the state to meet the behavioral and educational needs of students with complex behaviors of concern. Through a variety of training activities (workshops, webinars, case-study meetings, and on-site coaching), led by a Practice Leader (BCBA-D) and four BCBA’s, 17 SSS staff were taught the skills required to conduct a functional behavior assessment (FBA), develop and implement a behavior support plan (BSP), and coach school teams to implement a BSP. Three measures were used to assess the staff’s learning. These included the administration of: a knowledge quiz, fidelity of implementation checklist, and rubrics to assess FBA and BSP reports. Results indicated that all SSS staff improved their knowledge of behavior principles and the skills required to conduct FBAs and develop BSPs. Surveys indicated that the majority of SSS staff and school teams agreed or strongly agreed that they were more confident working with students with challenging behaviors, the school team was better prepared to address student-specific behavioral challenges and collaboration between the school team to address the social, academic, and behavioral needs of students has improved. |
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Concurrent-Operant Choice in Behavior Analysis: Translating Findings from Basic Research to Promote Healthy Change |
Sunday, September 29, 2019 |
11:30 AM–12:20 PM |
Stockholm Waterfront Congress Centre, Level 2, C2 |
Area: CBM/EAB; Domain: Translational |
Chair: Rebecca Kolb (Western Michigan University) |
CE Instructor: Rebecca Kolb, Ph.D. |
Abstract: Many applied behavioral interventions are concerned with affecting the choices (i.e., response allocation) of clients. For example, when a behavior analyst treats severe problem behavior, the goal is often conceptualized as decreasing problem behavior choices (e.g., aggression) while increasing choices to engage in appropriate alternatives (e.g., communication). Likewise, an interventionist working with adults on health-related goals may be interested in promoting more time engaged in physical activity. The first presentation in this symposium will present data from a series of human-operant studies demonstrating the effects of variables (e.g., differential reinforcement parameters) on response allocation and will discuss the implications of these basic findings for arrangements in applied settings. The second presentation will provide a systematic review of the choice-based intervention literature from the last 15 years and show clinical data to demonstrate the effects of concurrent-operant arrangements for treating challenging behavior. The third presentation will present a study investigating contingency management and noncontingent reinforcement on adults' allocation of time to physical activity. Together, these talks will show the benefits of bidirectional translational research on the use of concurrent-operant arrangements to help understand and refine choice-based interventions for socially significant problems. |
Instruction Level: Basic |
Keyword(s): choice, concurrent-operants, healthy choices, response allocation |
Target Audience: The target audience for this symposium is behavior analysts who are researchers or practitioners and are interested in using concurrent-operant choice interventions in applied settings. |
Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe how choice-based behavior goals are relevant to many environments in which behavior analysts work; (2) describe how reinforcement parameters affect response allocation when multiple response options are available (i.e., concurrent-operant situations); (3) summarize the components of at least one research-supported intervention for affecting choice in the promotion of physical activity or treatment of severe problem behavior. |
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Determinents of Choice in a Concurrent-Operants Arrangement |
(Basic Research) |
KATHRYN M. KESTNER (West Virginia University), Cody McPhail (West Virginia University), Jennifer M Owsiany (West Virginia University), Kacey Renee Finch (West Virginia University) |
Abstract: Translational research using human-operant arrangements provides an effective method for studying outcomes of variable manipulations on human behavior. Many goals in applied behavior analysis are directly related to changing the environment to shift response allocation—or in other words—to affect the choices of our clients and participants. We will present data from a series of human-operant studies that model concurrently available response options. We will discuss the data in terms of the way different variables affect response allocation, and we will present data showing the patterns of resurgence observed during relapse probes. We will discuss how these findings may be translated to applied interventions such as those aimed toward promoting health-related choices (e.g., engagement in physical activity, healthy eating), treating severe problem behavior, increasing appropriate alternative behavior (e.g., requests, compliance, and social overtures), as well as the implications for the sustainability of behavior-change affected by choice-based interventions. |
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The State of the Literature: Concurrent-Operant Arrangments as Behavioral Interventions |
(Applied Research) |
KACEY RENEE FINCH (West Virginia University), Rebecca Kolb (Western Michigan University), Kathryn M. Kestner (West Virginia University) |
Abstract: Concurrent-operant arrangements are becoming an increasingly popular intervention method in clinical and educational settings. First, we will present a systematic review of the trends in the applied choice literature published in peer-reviewed journals in the last 15 years. Then, we will present data from clinical cases to demonstrate the application of concurrent-operant arrangements as an intervention for decreasing challenging behavior and shifting response allocation to multiple other alternatives (e.g., task completion, communication). We will identify the current "best practice" recommendations based on the literature and recommend areas for future investigations. |
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Promoting Healthy Choices: Using Technology and Contingency Management for Physical Activity |
(Applied Research) |
JENNIFER M OWSIANY (West Virginia University), Kathryn M. Kestner (West Virginia University), Kacey Finch (West Virginia University) |
Abstract: It is widely acknowledged that physically inactive adults are at a greater risk of developing noncommunicable diseases (e.g., stroke, cancer, coronary heart disease, type 2 diabetes) and premature death compared to their physically active peers. Consequently, physical inactivity is one of the leading causes of death worldwide. Despite prominent public-health dissemination of this information by organizations such as the World Health Organization, physical inactivity in adults is common. Competing contingencies likely contribute to even well-meaning adults failing to meet activity recommendations. With response allocation at the center of this problem, behavioral interventions are a promising idea for promoting increased engagement in healthy behavior. In the current study, we randomly assigned participants to one of three groups (i.e., contingency management, noncontingent reinforcement, or self-monitoring). Participants wore Fitbit® Alta HR fitness trackers, which provided data on various indicators of increased physical activity, such as calorie burn, steps, and active minutes. We will discuss the results of this investigation and recommendations for future research and potential avenues for public health initiatives informed by choice technology. |
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Additional Measures in Equivalence Class Formation |
Sunday, September 29, 2019 |
11:30 AM–12:20 PM |
Stockholm Waterfront Congress Centre, Level 2, Meeting Room 24/25 |
Area: EAB/EDC; Domain: Translational |
Chair: Erik Arntzen (Oslo and Akershus University College) |
CE Instructor: Erik Arntzen, Ph.D. |
Abstract: In the first paper, Arntzen and Bevolden Rustad present an experiment which aimed to study the correspondence between the results on the matching-to-sample test and the sorting test. Twenty-one participants were taught 12 conditional discriminations and tested for the emergence of three 5-member classes. The degree of correspondence in responding on the two types of test formats supports the notion about the usefulness of sorting tests. In second paper, Dunvoll, Arntzen, Elvsåshagen, Hatlestad-Hall, and Malt argue that unrelated stimuli pairs produce a more negative wave line the EEG than the related approximately 400 ms after stimuli presentation (N400 ERP). Five adults with high functioning autism were trained in six conditional discriminations, testing only a third of the trials in a matching to sample (MTS) format. The results show a small negativity in the unrelated stimuli pairs in the frontal and central midline compared to related stimuli pairs. Finally, Aggio, Rezende, Sbrocco, and de Rose argue that the N400 is observed after presentation of two abstract stimuli from different equivalence classes. The authors ask if this effect would be replicated with arbitrary equivalent stimuli in elderly participants. The main findings show that participants had reduced amplitude and longer latency of N400. |
Instruction Level: Intermediate |
Keyword(s): conditional discrimination, EEG, sorting, stimulus equivalence |
Target Audience: students and researchers |
Learning Objectives: Attendees will be able to know about: sorting tests definition of stimulus equivalence EEG measures |
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On the Robustness of Consistency Between Scoring on Tests for Emergent Relations and Sorting |
(Basic Research) |
ERIK ARNTZEN (Oslo Metropolitan University), Kristiane Rustad (Oslo Metropolitan University) |
Abstract: The present experiment aimed to study the correspondence between the results on the matching- to-sample test and the sorting test when employing a Many-to-One (MTO) training structure. The present experiment is a systematic replication of earlier findings from Arntzen, Granmo, and Fields (2017) which showed a high correspondence when using the Linear Series (LS) training structure. Twenty-one participants were taught 12 conditional discriminations and tested for the emergence of three 5-member classes. In Group 1, baseline training was followed by two sorting test, two MTS test blocks and finally two sorting tests. In Group 2, baseline training was followed by two MTS test blocks, two sorting test blocks and finally two MTS test blocks. In Group 1, the initial sorting test showed immediate partitioning of three experimenter-defined classes for 7 participants. Four participants showed other patterns of responding. In Group 2, the initial MTS test blocks showed immediate emergence of three equivalence classes for nine participants. One participant showed another pattern of responding. Twenty of the participants showed emergence of the three experimenter-defined classes on the last test block, independent of test format type. Sorting test data showed a 100% correspondence in performance between test blocks on 28 of 32 presented sorting tests. The degree of correspondence in responding on the two types of test formats supports the notion about the usefulness of sorting tests in testing for emergence and maintenance of stimulus classes. In light of these findings, the definition of emergent stimulus classes in sorting tests was discussed and the application of sorting tests. In conclusion, the present experiment extends the knowledge about the robustness of the correspondence between responding on matching-to-sample tests and sorting tests. |
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N400 in Equivalence Class Formation With Participants With Autism Spectrum |
(Basic Research) |
GURO DUNVOLL (Oslo and Akershus University Collecge of Applied Sciences), Erik Arntzen (Oslo and Akershus University College), Torbjørn Elvsåshagen (Oslo University Hospital), Christoffer Hatlestad-Hall (CHTD research, Division of Clinical Neuroscience, Oslo University Hospital), Eva Malt (AHUS) |
Abstract: One of the problems often described in individuals with autism spectrum disorder is the lack of ability to generalize skills from one setting to another. One way to measure generalization is through equivalence class formation, training directly trained relations, and testing for emergent relations. Also, N400, a measure with electroencephalography (EEG) where related and unrelated stimulus pairs are tested can be used. Unrelated stimuli pairs produce a more negative wave line the EEG than the related approximately 400 ms after stimuli presentation. In the current experiment, five adults with high functioning autism participated. They were all trained in six conditional discriminations, testing only a third of the trials in a matching to sample (MTS) format. The rest of the possible emergent relations were tested in a priming procedure including EEG measurements. At the end, a full MTS test was conducted. The results show a small negativity (insignificant) in the unrelated stimuli pairs in the frontal and central midline compared to related stimuli pairs. On the other hand, when looking closer at the individual data there are differences between the participants. This might indicate that ASD should be considered a heterogeneous group with respect to the EEG measures. |
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Electrophysiological Correlates of Semantic Relations in the Elderly |
(Basic Research) |
Natalia Maria Aggio (Federal University of Sao Carlos, Brazil), Thais Rezende (Federal University of Sao Carlos), Guilherme Sbrocco (Federal University of Sao Carlos), Julio De Rose (Universidade Federal de Sao Carlos), DEISY DE SOUZA (Universidade Federal de São Carlos) |
Abstract: The N400 ERP is a negative waveform peaking around 400 ms after presentation of a word incompatible with the semantic context. The N400 is also observed after presentation of two abstract stimuli from different equivalence classes. With words or sentences, studies found reduced amplitude and longer latency of N400 for elderly. The present study sought to determine whether this would be replicated with arbitrary equivalent stimuli. Twenty-six individuals aged 60 to 70, without neurocognitive disorders, participated: 15 in Group 1 and 11 in Group 2. Group 1 formed two five-member equivalence classes, each comprising four abstract pictures and an emotional expression (happiness or anger). ERPs were obtained in a subsequent categorization task: after sequential presentation of a pair of abstract pictures, participants indicated whether they were related or not. Group 2 performed only the semantic categorization task, with pairs of actual words, either semantically related or unrelated. Group 1 showed reduced amplitude and longer latency of N400, as expected, together with a robust P600, attributable to the faces’ emotional valence. Partial results with Group 2 show similar trends in the N400, indicating that results of Group 1 were not due to the nature of the stimuli used. |
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Teaching Behavior Analysis in Higher Education |
Sunday, September 29, 2019 |
2:00 PM–2:50 PM |
Stockholm Waterfront Congress Centre, Level 2, C1 |
Area: TBA/EDC; Domain: Translational |
Chair: Torunn Lian (Oslo Metropolitan University) |
Abstract: How to go about to improve the teaching and learning of the principles and applications of behavior analysis is a multifaceted challenge. Some of the questions involved are how to teach, how to practice and how to evaluate the effectiveness of our teaching. At another level, and a core challenge in areas and countries where expertise in behavior analysis is hard to find, is how to organize and provide high quality courses to students who live in such areas. The three papers in the present symposium take different perspectives on some of these issues. The first paper will present a literature review on the efficacy of interteaching in higher education. The second paper will present a study on the effects of equivalence procedures as part of an undergraduate course in applied behavior analysis. The third presentation will present findings from an intercultural graduate level blended learning course in applied behavior analysis with students enrolled in four Nordic-Baltic universities. |
Instruction Level: Basic |
Keyword(s): blended learning, higher education, Interteaching, stimulus equivalence |
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Review on the Use of Interteaching: 2014–2018 |
(Theory) |
HANNA STEINUNN STEINGRIMSDOTTIR (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
Abstract: Studies have shown that students tend to favour student active learning such as flipped classroom and peer instruction compared to traditional lectures. Interteaching is a procedure, based on behaviour principles, where the emphasize is on student active learning. In interteaching, students work on study guides, discussing the course material in pairs, and make notes on what they do not understand. The teacher then designs short lectures based on these notes. However, for interteaching to be evaluated as evidence based, studies must verify its efficacy. Sturmey, Dalfen and Fienup (2015) did a literature review in March 2014, identifying 18 articles on interteaching using Google Scholar and PsychINFO. The current study is a replication of Sturmey et al. conducted in December 2018. We limited the search to the period from March 2014 to date, using Google Scholar, PsychINFO, and ERIC. The review lead to identification of 12 articles on interteaching, published in 10 different journals in six different courses (e.g., psychology, physiology and nursing). The studies will be described and discussed. |
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Comparing Two Student Active Formats in Establishing Basic Behavior Analytic Concepts |
(Applied Research) |
HANNE AUGLAND (Oslo Metropolitan University), Torunn Lian (Oslo Metropolitan University), Erik Arntzen (Oslo Metropolitan University) |
Abstract: This study investigated the relative effects of procedures used in equivalence research and a student active learning format (SALF) in establishing basic behavior principles. Equivalence procedures included matching-to-sample (MTS) training and test and SALF included elements from peer instruction and flipped classroom. All participants, college students, experienced both SALF and MTS. Some experienced MTS in an early phase (MTS–SALF group) and others experienced MTS at the end of the course (SALF–MTS group). A multiple choice test was presented three times (pre-test, post 1 and post 2). The MTS component included a generalization test. The results showed that MTS was equally effective as SALF and no effect of order was obtained. However, participants experiencing MTS in a late phase fulfilled the experiment and they were more positive to the MTS training in a social validity questionnaire than participants who experienced MTS in an early phase. Finally, participants who formed equivalence classes performed better on a generalization test than participants who did not form classes. Despite some limitations, the present results adds to previous findings demonstrating the effect of MTS in higher education and extends these by comparing the outcome of MTS to student active learning format. |
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Blended Learning and Intercultural Considerations; Applied Behaviour Analysis and Higher Education |
(Service Delivery) |
LISE RENAT ROLL-PETTERSSON (Department of special education), Shahla Susan Ala'i-Rosales (University of North Texas), Annika Käck (Stockholm University), Kari Hoium (Oslo Metropolitan University) |
Abstract: Advances have been made globally within Institutes of higher education concerning professional training in the discipline of behavior analysis and autism interventions. However, there are still a limited number of universities with staff having the necessary competencies and qualifications in these areas, leading to discrepancies and low quality interventions affecting the personal well-being of children with autism and their families. Computer mediated technologies, such as blended-learning present opportunities for collaboration between universities and countries lacking competence in applied behaviour analysis. This presentation will describe findings from an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student's experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. However, risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications, and suggestions for enhancing cross-cultural collaboration in behavior analysis through blended-learning will be presented. |
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Trials and Triumphs With Telehealth |
Sunday, September 29, 2019 |
2:00 PM–3:50 PM |
Stockholm Waterfront Congress Centre, Level 2, C3 |
Area: CSS/DDA; Domain: Translational |
Chair: Jennifer J. McComas (University of Minnesota) |
Discussant: Kelly M. Schieltz (University of Iowa) |
Abstract: Functional communication training (FCT) is a widely used and effective function-based treatment for socially-maintained problem behavior. Further, parents can be effective behavior change agents and providing rural caregivers with increased access to behavioral expertise via telehealth is a promising approach. However, challenges do occasionally arise, including lack of high-speed internet in rural areas, providing behavioral coaching internationally, and problem-solving when typically effective procedures prove ineffective. Further, less is known about the utility of FCT for individuals who have no formal communication system but who do not engage in severe destructive behavior, including individuals with Rett syndrome and related neurodevelopmental disorders. Kristín Guðmundsdóttir will kick off the symposium with the presentation "Caregiver training via telecommunication with rural Icelandic families of children with autism: Experimental findings and social validity," followed by Loukia Tsami who will present "An Application of Delivering Functional Communication Training via Telehealth Internationally." Kelly Schieltz will then present "Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth" and then Rebecca Kolb will then present on "The effects of functional communication training coached via telehealth for individuals with Rett syndrome." David Wacker will discuss the presentations in terms of methodological, clinical, and conceptual implications of behavioral consultation delivered via telehealth technology. |
Instruction Level: Intermediate |
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Caregiver Training via Telecommunication With Rural Icelandic Families of Children With Autism: Experimental Findings and Social Validity |
(Service Delivery) |
KRISTÍN GUDMUNDSDOTTIR (University of Akureyri), Zuilma Gabriela Sigurdardottir (University of Iceland), Shahla Alai-Rosales (University of North Texas), Lise Renat Roll-Pettersson (Stockholm University) |
Abstract: Parents can be effective behavior change agents and providing rural caregivers with increased access to behavioral expertise via telehealth is a promising approach. This presentation will describe results from two experimental studies of the effects of using telecommunication in training of rural Icelandic caregivers of children with autism. Furthermore, results from evaluation of the social validity of the training will be described. Participants included five caregivers and their preschool children with autism and one child‘s teacher. The intervention, included teaching the caregivers basic naturalistic teaching strategies to increase the frequency of their child’s socio-communicative skills. According to the results experimental control was demonstrated with all families. Measurable progress was displayed for all caregivers and children across all skill areas. Preliminary analysis of the social validity data indicates the caregivers believed the telecommunication training was feasible and viable. Challenges encountered during the studies regarding technical aspects, measurement and training procedures will be discussed. The results extend and confirm previous research on the effectiveness of teaching naturalistic strategies to caregivers via telecommunication. They also indicate that training via telecommunication is a promising alternative for families that have limited access to evidence-based behavioral expertise. However, further development and experimental study is important. |
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An Application of Delivering Functional Communication Training via Telehealth Internationally |
(Service Delivery) |
LOUKIA TSAMI (University of Houston-Clear Lake), Kelly M. Schieltz (University of Iowa), Dorothea C. Lerman (University of Houston-Clear Lake) |
Abstract: Functional communication training (FCT) based on functional analysis (FA) results is highly effective for treating socially maintained problem behavior. When compared to in-vivo in-home models, the FA + FCT package has, recently, been demonstrated to be as effective (M = 97% reduction in problem behavior; M = 76% increase in manding) and acceptable (M = 6.25 on a 7 point scale) when the FA + FCT package is conducted by caregivers in their homes with coaching from a behavior therapist via telehealth (Lindgren et al., 2016). Additionally, the costs to deliver these services has been shown to be significantly reduced when provided via telehealth (Lindgren et al.). Therefore, in this presentation, we will summarize the results of the FA + FCT package on the problem behavior of young children with autism when their caregivers conducted these procedures in their homes, with coaching from a behavior therapist, via telehealth in the United States. We will then present case examples of how the FA + FCT package has been applied via telehealth internationally, in which similar results were obtained (e.g., reductions in child problem behavior, improvements in manding, high levels of parent acceptability). |
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Single-Case Analysis to Determine Reasons for Failure of Behavioral Treatment via Telehealth |
(Applied Research) |
Kelly Schieltz (University of Iowa), Patrick Romani (University of Colorado, Anschutz Medical Campus), DAVID WACKER (The University of Iowa), Alyssa N. Suess (Chatter Therapy), Pei Huang (The University of Iowa), Wendy K. Berg (The University of Iowa), Scott D. Lindgren (The University of Iowa), Todd G. Kopelman (The University of Iowa Hospitals and Clinics) |
Abstract: Functional communication training (FCT) is a widely used and effective function-based treatment for problem behavior. The purpose of this presentation is to present two cases in which FCT was unsuccessful in reducing the occurrence of problem behavior displayed by two young children with an autism spectrum disorder. Both children received the same functional analysis plus FCT treatment package via telehealth that had proven to be highly successful for the other participants. The FCT package was conducted within tightly controlled single-case designs for each participant, which permitted subsequent analyses to determine why FCT was unsuccessful. These analyses suggested distinct reasons for the treatment failure for each child. Although the negative results of treatment appeared to be similar for both children, the specific reasons for treatment failure were highly individualistic and identifiable via the single-case analyses conducted. We present findings from both our initial and subsequent analyses and discuss the implications. |
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The Effects of Functional Communication Training Coached via Telehealth for Individuals With Rett Syndrome |
(Applied Research) |
REBECCA KOLB (University of Minnesota), Jennifer J. McComas (University of Minnesota), Alefyah Shipchandler (University of Minnesota), Emily Katrina Unholz (University of Minnesota), Shawn Girtler (University of Minnesota) |
Abstract: Functional communication training (FCT) based on functional analysis (FA) results is highly effective for treating socially maintained problem behavior of individuals with intellectual disabilities (ID) and ASD. Less is known about the utility of FCT for promoting a formal system of communicative behavior for individuals with Rett syndrome or other related neurodevelopmental disorders. We will describe the assessment and intervention procedures we have used with more than 15 participants with Rett syndrome who used idiosyncratic forms of communication as their primary means to communicate with family members. In addition, we will present illustrative case examples of various formal communication modes (e.g., microswitches operated with hands, eye pointing at picture cards, and eye-gaze activated speech-generating computer system). Challenges, limitations, and future directions will be discussed. |
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Parents as Agents: Applications and Cultural Background Considerations of Parent Training Procedures for Behavior Change |
Sunday, September 29, 2019 |
3:00 PM–3:50 PM |
Stockholm Waterfront Congress Centre, Level 2, C2 |
Area: CBM; Domain: Translational |
Chair: Andresa De Souza (University of Missouri St. Louis) |
CE Instructor: Andresa De Souza, Ph.D. |
Abstract: Parents and caregivers play an important role in the success and maintenance of gains achieved with behavioral procedures. Therefore, parents should be actively included and engaged in their child's intervention process. In addition, parents can also be the main agent of change and be trained how to implement behavioral interventions to promote socially relevant changes in their child's behavior. This symposium will explore two clinical applications for behavior change in which parents were the implementers. First, Abigail Kennedy will present a study that evaluated the effects of a parent-implemented deferred time-out procedure (i.e., a hands-free method in which the child learns to independently sit in contingent observation time-out) on the reduction of challenging behavior in four children with typical development. Next, Maegan Pisman will discuss the results of a study that implemented behavioral skills training (BST) with two mother-son dyads to train the parent how to implement behavioral strategies to improve child-parent interaction and to teach mands and tacts to their child who had a diagnosis of autism spectrum disorder (ASD). Finally, Marie-Hélène Konrad will reflect on the importance of considering families' cultural background while designing and implementing parent training procedures in clinical settings. |
Instruction Level: Intermediate |
Keyword(s): Caregiver training, Cultural practices, Deferred time-out, Natural-environment teaching |
Target Audience: Clinicians, practitioners, and master students |
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An Evaluation of “Deferred Time-Out:”A Passive Enforcement Procedure for Contingent Observation Time-Out |
(Service Delivery) |
ABIGAIL KENNEDY (Munroe Meyer Institute, University of Nebraska Medical Center), Shelby Wolf (Munroe-Meyer Institute, University of Nebraska Medical Center), Jordan David Lill (University of Nebraska - Medical Center), William J. Warzak (University of Nebraska Medical Center) |
Abstract: Time-out is one of the most widely disseminated and commonly used behavioral interventions for managing problem behavior in early childhood. Although time-out has been shown to be an effective method for reducing children’s problem behavior, time-out resistance is nonetheless prevalent, and has the potential to increase caregivers' use of more intrusive and effortful implementation methods and negatively affect parental adherence. Deferred time-out (DTO) is a hands-free method for training children to sit in contingent observation time-out, and may provide an alternative to put-backs, back-up rooms, and other more restrictive methods that have been used to enforce the time-out location. The purpose of the present study was to evaluate the effect of DTO implemented by trained caregivers on time-out resistance. Participants were four children and their caregivers. DTO reduced the latency to comply with the time-out instruction and the duration of time-out trials for three of four participants. Additionally, overall improvements in initial command compliance were observed for all participants, and caregivers generally found DTO to be an acceptable approach for children’s problem behavior. This research contributes to time-out and parent training literature by increasing our understanding regarding DTO as a method for improving compliance with parents' instructions with contingent observation time-out. |
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Increasing Caregiver Play and Teaching Skills Without Decrements in Child Preference |
(Service Delivery) |
MAEGAN D. PISMAN (STE Consultants), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute) |
Abstract: Children diagnosed with an autism spectrum disorder (ASD) exhibit clinically-significant deficits and behavioral excesses that may lead to deficits in areas of play and engaging with others, including their caregivers. Our participants were two dyads consisting of two mothers and their sons, ages three and four, who were diagnosed with an ASD. First, we collected data on baseline performance in the home and conducted an initial concurrent-chains schedule in-clinic to identify each child’s baseline preference for playing alone versus playing with their caregiver. We then gathered baseline data in-clinic, followed by sequentially training caregivers to implement parallel play, child-directed interaction, teaching requests (mands), and teaching labels (tacts) using behavioral skills training. We assessed child preference after the caregiver mastered the play skills, followed by a third assessment after the caregiver mastered the teaching skills. Finally, we evaluated generalization and maintenance of the four skills learned in-clinic to the home environment. Both caregivers successfully learned the four skills and were able to generalize and maintain their performance to their home. The children continued to play with the toys throughout the evaluation and acquired the mands and tacts in the clinic and home environments. |
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Considering Family Cultural Practices During Parent Training |
(Service Delivery) |
MARIE-HELENE KONRAD (Ambulatorium Sonnenschein), Andresa De Souza (University of Missouri St. Louis) |
Abstract: Parents and caregivers are often responsible for carry-over procedures designed and implemented in clinical settings; therefore, parent training plays a crucial role in the success of behavioral-intervention outcomes. Many clinicians practice in a cross-cultural context with families that may have different values, traditions, habits, and spoken language. It is important for clinicians to be sensitive to the cultural practices of families in order to develop rapport and gain parent collaboration. Some considerations for behavior-analytic service delivery during parent training in a multi-cultural, diverse society are: (a) the importance of adapting clinical interventions carried-over by parents in a way that it is sensitive to differences in cultural practices; (b) the relevance of parent training procedures that are tailored to the family’s cultural background; (c) the need for translation resources provided by service-delivery agencies during parent training; and (d) the value of diversity and cultural preparedness of all behavioral-service providers. We will discuss some avenues to potentially address issues related to cross-cultural service delivery in clinical settings. |
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Considerations for Conducting Functional Behavior Assessments: Recent Research on the Use of Functional Behavior Assessment in the Treatment of Challenging Behavior |
Sunday, September 29, 2019 |
4:00 PM–4:50 PM |
Stockholm Waterfront Congress Centre, Level 2, C2 |
Area: CBM; Domain: Translational |
Chair: Bethany P. Contreras Young (Middle Tennessee State University ) |
CE Instructor: Bethany P. Contreras Young, Ph.D. |
Abstract: Best practice in the treatment of problem behavior is for the clinician to begin the process with a functional behavior assessment (FBA) to identify possible variables that are contributing to and maintaining the problem behavior. In this symposium, we will present recent research regarding the use of FBA in the treatment of problem behavior. Stefania Dögg Johannesdottir will discuss an analysis of the agreement between mothers and their children on responses to FBA interviews. Bethany Contreras will present the results of systematic literature review that compared the outcomes for descriptive assessments and experimental functional analyses. Anna-Lind Petursdottir will end the symposium by presenting data from an application of function-based behavior support plans to improving challenging and appropriate behavior of six children in a typical pre-school setting. Each presentation will include a discussion of the implications of the data and considerations for enhancing the success of FBA in the treatment of problem behavior. |
Instruction Level: Intermediate |
Keyword(s): behavior assessment, functional assessment, problem behavior |
Target Audience: Clinicians who use functional behavior assessments. |
Learning Objectives: 1.) Attendees will learn about administering functional behavior assessment questionnaires to both the target individual and caregivers, and how this information can be used in the context of treating problem behaviors. 2.) Attendees will learn about the process of using functional behavior assessment to develop function based treatments, and how this process is implemented in a typical preschool setting. 3.) Attendees will learn about the distinctions between descriptive assessments and functional analyses, and considerations regarding the accuracy of each type of assessment for identifying functions of problem behavior. |
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Analysis of Child and Mother Agreement on the Influencing Factors and Function of Children’s Problem Behavior |
(Applied Research) |
Stefanía Dögg Jóhannesdóttir (Child and Adolescent Psychiatric Department of the National University Hospital of Iceland), ANNA-LIND PETURSDOTTIR (University of Iceland) |
Abstract: Functional behavioral assessment (FBA) interviews are convenient tools for discussing and identifying influencing factors of behavior problems. Findings from FBAs serve as an important foundation for effective interventions to reduce challenging behaviors of children with severe emotional and behavioral difficulties. Including these children as informants in the process can have important benefits for the FBA and intervention process. The present study compared information gathered from children with persistent behavior problems and their mothers. Participants were six patients at the Child and Adolescent Psychiatric Department of the National University Hospital of Iceland, (4 male and 2 female) with severe emotional and behavioral problems, aged 7 to 13 years, and their mothers. Results showed high agreement between the children and their mothers regarding the definition of target behavior, antecedents and consequences of problem behavior, medium agreement on function of the problem behavior and low agreement on setting events. Participants found the interview to be useful for better understanding the cause and function of the problem behavior. Findings indicate the importance of exploring different views of children and parents of behavior problems and their influencing factors. |
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Use of Descriptive Assessment and Correspondence to Functional Analysis: A Systematic Review |
(Theory) |
BETHANY P. CONTRERAS YOUNG (Middle Tennessee State University), Savannah Tate (University of Missouri Thompson Center for Autism & Neurodevelopmental Disorders), SungWoo Kahng (Rutgers University) |
Abstract: Researchers and clinicians use assessment to identify the function of problem behavior in an effort to develop effective treatments. Two types of direct assessment are often used to identify function of problem behavior: descriptive assessment (DA) and functional analysis (FA). Some researchers have suggested that DA is not as accurate as FA (Thompson & Iwata, 2007), yet many practitioners continue to use DA as a primary method for identifying variables maintaining problem behavior (Roscoe et al., 2015). We are conducting a systematic literature review to identify the use of DA and the correspondence between results of DA and FA. We conducted a thorough search of the existing literature and included any articles that reported the methods and results of a DA for problem behavior. For articles that included both a DA and FA, we calculated agreement in function between the two assessments per participant. Data analysis is still underway, but thus far we have found that the results of DA corresponded with results of FA in 59% of cases. In 22% of cases, results of DA yielded completely different results than FA. We will conduct additional analyses, including Cohen’s Kappa, to further analyze the correspondence between DA and FA. |
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Function-Based Behavior Support to Improve Preschoolers´ Engagement, Behavior, and Well-Being |
(Service Delivery) |
ANNA-LIND PETURSDOTTIR (University of Iceland), Dadey Sigthorsdottir (University of Iceland), Erla Sveinbjornsdottir (University of Iceland) |
Abstract: Effective early intervention is crucial to reduce persistent behavior problems of preschoolers and improve their engagment and well-being. This study evaluated the effects of function-based behavior support plans (BSPs) on the long-lasting problem behavior and lack of engagement of five children in preschool activities. Participants were five boys, aged three to six years, in public preschools in the capital region of Iceland. One participant had been diagnosed with speech impediment and one was diagnosed with autism spectrum disorder and ADHD. Single-subject multiple baseline designs across participants showed that function-based BSPs reduced the frequency of disruptive behavior (on average by 95,3%) and increased active participation (on average by 175%). Improvements in behavior and engagement were maintained when token systems were faded. Teacher ratings of participants behavior on the Pre-School Behavior Checklist improved significantly. Also, participants´ self-assessment of their well-being showed that they were feeling much better in different activities in preschool. Semi-structured interviews conducted with teachers and parents revealed high social validity of the procedures. Findings support the effectiveness of function-based behavior support to reduce persistent behavior problems of preschoolers and improve their school adjustment and well-being. |
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