Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

48th Annual Convention; Boston, MA; 2022

Program by : Monday, May 30, 2022


 

Poster Session #514
CSS Monday Poster Session: Odd-Numbered Posters
Monday, May 30, 2022
1:00 PM–2:00 PM
Exhibit Level; Exhibit Hall A
Chair: Traci M. Cihon (University of North Texas)
59. Discounting Health Outcomes: A Response to COVID-19
Area: CSS; Domain: Basic Research
SARAH CATHERINE WEINSZTOK (University of Kansas), Jesse Dallery (University of Florida), Iser Guillermo DeLeon (University of Florida)
Discussant: Traci M. Cihon (University of North Texas)
Abstract: Amid the COVID-19 pandemic, federal and local governments have enacted regulations with the intent of maintaining the safety and welfare of citizens. In a behavioral economic framework, engaging in social activities despite warnings from federal agencies that social gatherings carry risk of spreading the disease may be conceptualized as an impulsive choice, in which an immediate and certain reinforcer (social engagement) may be chosen despite probabilistic and delayed punishers (contracting a serious disease or spreading this disease to others). In the present study, we crowdsourced participants from Amazon’s Mechanical Turk to complete combined probability and delay discounting tasks within a disease outbreak scenario in which participants reported the likelihood they would attend a social gathering despite the possibility of contracting a disease. Overall, probability impacted delay discounting but delay had no significant impact on probability discounting. We also manipulated the individual or individuals in the participant’s life who would hypothetically be at-risk of contracting the disease within the discounting task across 5 conditions, which had a small effect on responding. The results of the current study support the usefulness of a behavioral economic framework to examine health protective behaviors amid a pandemic, and highlight several avenues for future research.
 
Sustainability submission 61. Encouraging Pro-Climate Purchasing Behavior through Transformation of Stimulus Function
Area: CSS; Domain: Applied Research
MEREDITH MATTHEWS (Missouri State University), Lauren Rose Hutchison (Missouri State University ), Jordan Belisle (Missouri State University), Caleb Stanley (Utah Valley University)
Discussant: Traci M. Cihon (University of North Texas)
Abstract: We are rapidly approaching a climate point of no return (PNR) where recoverability of earth’s climate will concede expenses above current rates of production both domestic and abroad. Although a multi-level approach to solving the climate crisis is undoubtedly needed, some success may be achieved by increasing pro-environmental behaviors at the level of single subjects. Using a multiple baseline across 7 participants, we targeted pro-environmental purchasing behaviors using daily household items such as spray cleaner or a stick of deodorant in a simulated computerized task. Relational training was conducted to establish arbitrary symbols as either climate-helpful or climate-harmful. Following the relational training, participants again completed the simulated purchasing task to determine if they would be willing to spend more money for the climate-helpful products over the climate-harmful products containing the arbitrary symbol. Six of the 7 participants showed a consistent increase in spending on climate-helpful products with individual differences observed within each of the participants’ data. Results suggest that an analysis of relational frames centering around climate change could influence consumer choices with implications for advertisement and policy.
 
63. Fatherhood and Probability Discounting: Comparing the Social Context of Parenting Experienced by Men and Women
Area: CSS; Domain: Basic Research
MAGGIE ADLER (Missouri State University), Jessica M Venegoni (Missouri State University ), Chynna Brianne Frizell (Missouri State University), Jordan Belisle (Missouri State University), Dana Paliliunas (Missouri State University)
Discussant: Traci M. Cihon (University of North Texas)
Abstract: During situations of financial decision-making, men have been found to be less risk-averse than women (Charness & Gneezy, 2011), where greater risk aversion and lower wages for woman, and especially for mothers, is referred to as the "Motherhood penalty". Previous research has established that non-mothers when provided with the hypothetical scenario of having a child show greater probability discounting than under no child conditions, and the same occurs for mothers when presented with the hypothetical scenario of having no children (Venegoni et al., under review). The current study provides an initial comparison between non-mothers and non-fathers when presented with the hypothetical scenario of having children to isolate parenting as a contextual variable that may influence risk taking and risk aversion. Whereas hypothetical mothers showed greater discounting rates in the parenting condition, no significant changes were observed for hypothetical fathers, suggesting that parenting may exclusively influence risk taking in women given the extreme societal pressures placed on women around parenting. Results have implications for a contextual view of parenting, motherhood, and fatherhood from within a discounting framework.
 
 
 
Poster Session #519
AUT Monday Poster Session: Odd-Numbered Posters
Monday, May 30, 2022
1:00 PM–2:00 PM
Exhibit Level; Exhibit Hall A
Chair: Amanda Kwok (Douglass Developmental Disabilities Center, Rutgers University)
111. Evaluation of a Brief Paired Stimulus Preference Assessment
Area: AUT; Domain: Applied Research
SHANNON WILSON (University of South Florida), Hannah Lynn MacNaul (University of Texas at San Antonio; University of South Florida), Catia Cividini-Motta Cividini (University of South Florida), Anh Nguyen (University of South Florida)
Discussant: Amanda Kwok (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Identifying preferred stimuli and reinforcers is a key component to any successful intervention aimed at increasing appropriate behavior for individuals with and without disabilities (Verriden & Roscoe, 2016). Preference assessments allow for the identification of specific preferred stimuli for each individual, which can then be used in treatment planning. However, Graff and Karsten (2012) found that clinicians do not conduct preference assessments regularly, with lack of time reported as the most common barrier (81.4% of respondents). Previous research has evaluated various formats of preference assessments, including brief versions (e.g., Brief MSWO; Carr et al., 2000) to address that concern. To extend this line of work, the current study evaluated the correspondence between a paired stimulus preference assessment (PSPA; Fisher et al., 1992) and an abbreviated, briefer version. Seven participants were included in this study and results demonstrated high degrees of correspondence across preference assessment formats, with both preference assessments identifying stimuli that functioned as reinforcers. The average time to administer the brief PSPA (M = 6.6 min) was almost half the time to administer a full PSPA (M = 12.9 min), yielding important implications for practitioners. Future research will be discussed.
 
113. Social Validity of a Function-Based and Parent-Mediated Elopement Treatment
Area: AUT; Domain: Applied Research
Laura Suzanna Coleman (Marcus Autism Center), CHELSEA MARIE ROCK (Children's Healthcare of Atlanta, Marcus Autism Center), Jessica Solomon (Marcus Autism Center), Sarah Slocum (Marcus Autism Center and Emory School of Medicine), Mindy Christine Scheithauer (Marcus Autism Center)
Discussant: Amanda Kwok (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: A common concern impacting the families of children on the autism spectrum is elopement. This behavior may be amenable to treatment using behavioral interventions; however, little is known regarding the acceptability of such interventions by those receiving these services. In a randomized controlled trial, parents of children diagnosed with autism spectrum disorder were trained by a BCBA to implement a function-based manualized treatment for elopement. We analyzed social validity measures to determine whether there is an association between treatment outcomes and acceptability ratings. We also explored whether the caregivers of participants with multiple identified functions for elopement have different outcomes and social validity ratings compared to those with a single function. Specifically, data were examined for 16 caregivers who completed a Treatment Acceptability Rating Form – Revised (TARF-R) following treatment, where they provided ratings of treatment outcomes and acceptability of the intervention. Both satisfaction with the treatment and satisfaction with the program were favorable, with overall satisfaction with the program tending to be rated higher than satisfaction with the treatment.
 
115. Technician-Delivered Telehealth: A Quality Review
Area: AUT; Domain: Applied Research
DAVID RAY GUTIERREZ MIRANDA (Purdue University), John Augustine (Purdue University), Mandy J. Rispoli (Purdue University)
Discussant: Amanda Kwok (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Behavioral interventions based on applied behavior analysis (ABA) have been shown to address core features related to autism spectrum disorder (ASD) and to promote adaptive functioning for this population (Roane et al., 2016; Makrygianni et al., 2018; Roth et al., 2013). However, the COVID-19 pandemic has led some service providers to provide behavior analytic services through telecommunication platforms (e.g., Zoom and Skype), otherwise known as telehealth service delivery model. One notable telehealth model is technician-delivered telehealth in which service providers directly implement interventions without assistance from parents or caregivers through a telehealth approach. Although there is emerging research showing the potential effectiveness of technician-delivered telehealth model, an evaluation of the literature is necessary to determine whether this telehealth model is evidence-based. The current review applies the Council for Exceptional Children’s (CEC; 2014) quality indicators to evaluate the quality of the technician-delivered telehealth literature and to classify the evidence base. Based on these results, this review then provides recommendations to enhance the quality of the technician-directed telehealth research and practice.
 
117. Using Functional Communication Training with Time Delay to Decrease Escape-Maintained Behavior
Area: AUT; Domain: Applied Research
SARAH MAKENZIE LINDEMANN (Utah Valley University), Sydney Jensen (Utah Valley University), Mikayla Campbell (Utah Valley University), Caleb Stanley (Utah Valley University)
Discussant: Amanda Kwok (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: Numerous studies have demonstrated the effectiveness of FCT as a function-based intervention for problem behavior (Carr et al., 1999). Despite the abundance of studies supporting the effectiveness of FCT, there is limited research for such interventions being implemented in integrated school-based programs. The current study evaluates the effectiveness of Functional Communication Training (FCT) based on the results of a brief functional analysis. A brief functional analysis was conducted to determine the function maintaining the problem behavior. The results indicated that the behavior was maintained dually by escape and access to tangible items. An AB design was implemented with a three-year-old boy with autism enrolled in a preschool program that focuses on integration. A Functional Communication Response (FCR) was taught using a most-to-least prompt hierarchy with a fixed time delay to decrease escape-maintained flopping behavior. Following the intervention, the participant was able to emit the FCR spontaneously within 10 seconds of the initiation of a trial and flopping decreased to an 80% reduction from baseline The percentage of nonoverlapping data was 100% suggesting high intervention effectiveness. The findings add to the growing body of literature supporting the use of FCT. Further implications and limitations are discussed.
 
119. A Systematic Review of Studies on Social Skills Interventions Using Behavioral Skills Training or Self-Monitoring for Individuals with Developmental Disabilities
Area: AUT; Domain: Applied Research
LAURA DEZAYAS (University of South Florida ), Kwang-Sun Cho Blair (University of South Florida)
Discussant: Amanda Kwok (Douglass Developmental Disabilities Center, Rutgers University)
Abstract: One of the major skill deficits found in individuals with autism spectrum disorder is a lack of social skills. These socials skills range from having conversations, difficulty interpreting nonverbal behavior, difficulty understanding emotions, and difficulty understanding the perspective of others. It is essential that children with ASD receive social skills intervention as early as possible and continue intervention through their middle and high school years given that difficulties in social skills can negatively impact their development and learning. Social skills interventions are imperative for children with high functioning ASD who typically have feelings of loneliness and desire to be involved in social relationships which demonstrates the need for effective social skills interventions The purpose of this review was to summarize the current literature on using behavioral skills training or self-management procedures to teach conversation skills to individuals with developmental disabilities. This systematic review included 13 studies in the final review. The findings of the current review suggest that BST and self-management are mostly successful in teaching conversation skills across a variety of ages and diagnoses. Future research should look at implementing these teaching procedures in school-based settings, assess generalization effects across novel people and settings, and assess maintenance effects.
 
121.

Informal Support of Immigrant Families With a Child With Autism Spectrum Disorder: Parents' Voice

Area: AUT; Domain: Service Delivery
MÉLINA BOULÉ (Université du Québec à Montréal), Mélina Rivard (University of Quebec, Montreal), Marie Millau (Université du Québec à Montréal), Céline chatenoud (Université du Québec à Montréal)
Discussant: Valeria Laddaga Gavidia
Abstract:

Having a child with autism spectrum disorder (ASD) brings lot of joy and learnings everyday for parents but can also bring challenging situations in daily life. This family context can ask a great deal of adaptation ability from parents. Early services and formal support are important and informal support (i.e., family, friends, or community) can have a crucial impact on parents’ wellbeing and ability to adapt. Immigrant families, who have left their family and friends, are more likely to face the diagnosis and intervention trajectory alone. Cultural perceptions and knowledge about developmental disability can also be an obstacle to sharing experiences with their entourage. The current study investigates the discourse and emotions expressed by parents who have a child with ASD when being questioned about their relationship with their family (that stayed in the origin country or not) and their reactions. Their discourse about having a child with special needs and learning to navigate in a new country is also explored. Eighteen immigrant families were interviewed about their experiences of having a child with ASD in a foreign country in an area of Montreal, Canada. Emotional responses were extracted using thematic analysis to explore themes emerging around informal support, perception, and views of family’s entourage regarding the diagnosis of ASD. The findings of this study are essential to guide the support needs of parents during the trajectory of early childhood for families who have a child with ASD.

 
123.

Training Parents to Effectively and Efficiently Teach Autistic Learners Who Require Very Substantial Supports to Perform Vocational Skills via Telehealth

Area: AUT; Domain: Applied Research
BENJAMIN JOSEPH SEIFERT (Central Texas Autism Center/Ball State University)
Discussant: Valeria Laddaga Gavidia
Abstract:

With the prevalence of autism continually on the rise, more Autistic people will enter the work force. However, research and employment data say Autistic individuals have a difficult time securing and maintaining employment. One of the issues Autistic people face is a lack of effective and efficient vocational training. While Autistic students are afforded a free and appropriate education, many leave school without sufficient vocational training. The one constant in Autistic people’s lives are parents and caregivers. The current research focused on using Behavior Skills Training (BST) teaching parents how to correctly fade prompts when teaching their Autistic children who require vocational skills. Three parent/student dyads were recruited to collect baseline data on a vocational task, go through BST on stimulus control, prompt hierarchy, and prompt fading. A multiple probe design was used collect and analyze data for this research. The study resulted in all the parent participants acquiring and maintaining prompt fading skills and their children progressing on a vocational task faster than teaching as usual. Future research should focus on training educators and vocational coaches how to use and fade prompts in order to teach more vocational skills.

 
Diversity submission 127.

Ethnic Disparities on Early Identification and Access to Services for Black Children With Autism Spectrum Disorders

Area: AUT; Domain: Service Delivery
JACK SCOTT (Florida Atlantic University; Center for Autism and Related Disabilities), Torica L Exume (Florida Atlantic University Center for Autism and Related Disabilities), Maryellen Quinn (Florida Atlantic University; Center for Autism and Related Disabilities), Rosemyrtle Louis (Florida Atlantic University; Center for Autism and Related Disabilities)
Discussant: Valeria Laddaga Gavidia
Abstract:

Autism spectrum disorder (ASD) is a lifelong disorder that affects children and families. Racial disparities affect the rate of identification, access and use of services, and relationship with professionals making these diagnoses. Black children are diagnosed with ASD 1.6 years later, misdiagnosed with a conduct disorder, or identified with more severe ASD than White children (Mandel et al., 2007; Constantino et al., 2020). Black children are more likely to be diagnosed with more severe forms of autism, suggesting under-diagnosis of children with milder forms. Poorly timed ASD identification or failing to identify Black children with ASD will decrease the likelihood of obtaining ABA treatment, especially for early intervention. We conducted focus groups, surveys and interviews with parents and professionals and analyzed data from the Florida Department of Education on six school districts to understand how Black children are identified. We also report on parent and professional perceived barriers to successful identification. Understanding the barriers coupled with our recommendations for overcoming these barriers will inform autism providers, educators, and behavior analysts in developing culturally sensitive and effective practices enabling them to better support Black parents through the ASD identification process and allow these children more equitable access to ABA services.

 
Diversity submission 129.

Using Behavioral Skills Training to Improve the Graduation and Persistence of College Students With Autism

Area: AUT; Domain: Service Delivery
ALI K. MAHAMAT (Chicago School of Professional Psychology )
Discussant: Valeria Laddaga Gavidia
Abstract:

Despite inclusion efforts in higher education in recent years a growing commitment to educational equity among historically underserved students is required. There is limited support for persistence and graduation of college students with learning disability. These groups of students come from a diverse racial and ethnic backgrounds such as historically Black, Latinx and other subgroups that identify as non-white. Herbert et. al (2014) suggested that learning disability such Autism as one group that should be supported. A more systematic, culturally sensitive approach is essential to connect the educational gaps. There is limited research on successful interventions for underrepresented college students with Autism. Behavior Skills Training (BST) is a method to teach students, staff, parents, and anyone else you are teaching a new skill. BST as “a procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills” (2004, p. 558). This Project utilized a workshop training using behavior skills training, modeling, rehearsing, feedback to teach college students with disability selected skills including time management, self-advocacy, job interview skills and other daily living. Early data suggest that there’s a significant difference in the success of students early in the semester, compared to past graduations rates. 5 out of 8 students showed an increase of overall GPA. 3 students reported increased in social skills. Although this project is currently underway, promising significant outcomes are anticipated.

 
131. Effects of Using Telehealth-Based Behavioral Skills Training to Teach Caregivers to Implement the Cool Versus Not Cool Intervention with their Children with Autism Spectrum Disorder
Area: AUT; Domain: Applied Research
BRITTANY DUMPROFF (Temple University), Art Dowdy (Temple University)
Discussant: Valeria Laddaga Gavidia
Abstract: This study was conducted to first evaluate the effects on caregivers’ fidelity of the Cool Versus Not Cool (CNC) intervention using remote behavioral skills training (BST) and second, to evaluate subsequent treatment effects when caregivers implement intervention with their child with ASD. The components of behavioral skills training used were instruction, modeling, role-playing, and feedback. Past research has not evaluated the effects of the CNC intervention on children with ASD’s social skills when implemented by their caregivers. Thus, this research was needed to evaluate the effectiveness of remote based BST and the effectiveness of caregiver-implemented CNC intervention. Results suggested that remote-based BST is a useful training strategy to train caregivers and to support caregiver-implemented CNC to improve children with ASD’s social skills. During follow up and generalization conditions across dyads, caregiver and child skills maintained. During generalization, caregiver skills maintained when teaching new social skills for Caregiver 1 and Caregiver 2, but not entirely for Caregiver 3.
 
133.

Evaluating Virtual Training for Increasing Clinicians' Fidelity of Implementation of the Facing Your Fears Curriculum

Area: AUT; Domain: Applied Research
SARAH LUDMILLA BERNIER (Brock Univeristy), Kendra Thomson (Brock University ), Judy Reaven (JFK Partners, University of Colorado Anschutz Medical Campus), Melissa Susko (Dalhousie University), Julia DeSantis (N/A), Tanya Makela (Lake Ridge Community Support Services), Maurice Feldman (Dept. of Applied Disability Studies, Brock University)
Discussant: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Abstract:

Evidence indicates that Facing Your Fears (FYF), a group-based cognitive-behaviour therapy, is effective for reducing anxiety and increasing emotion regulation in children with autism. Treatment fidelity, or the accuracy of treatment delivery, is a critical component for sustainable implementation and positive child outcomes. Few studies have focused on clinicians' fidelity implementing FYF or maintenance of accuracy over time. To our knowledge, no research has examined the use of virtual behaviour skills training with self-monitoring for improving clinicians’ fidelity implementing FYF. In a multiple-baseline design across three clinicians, we evaluated the efficacy of the training for increasing fidelity of a target from the FYF curriculum (preparing for and conducting exposures), selected by the clinicians. All clinicians met the fidelity mastery criterion (i.e., 90% across two sessions) within three sessions. Their performance maintained at two-month follow-up and will be reassessed at six-month follow-up. Clinicians also rated their confidence and competence of FYF implementation pre-and post-training, and all clinicians’ ratings increased post-training. Clinicians will reassess their confidence and competence ratings at six-month follow-up. Clinicians reported that the training procedures were acceptable on a social validity measure administered post-training. Incorporating evidence-based training to improve FYF treatment fidelity could optimize training and improve child outcomes.

 
135.

Teaching Pretend Play Skills to Children With Autism: A Comparison of Different Prompting Strategies

Area: AUT; Domain: Applied Research
MADISON SCHALLER (University of Nebraska Medical Center's Munroe-Meyer Institute; University of Nebraska Omaha), Gabriella Rachal Van Den Elzen (University of Nebraska Medical Center's Munroe-Meyer Institute), Sara S. Kupzyk (University of Nebraska Omaha)
Discussant: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Abstract:

Children with autism demonstrate delays in pretend play skills, which can negatively affect their ability to form social relationships with peers. The purpose of this study was to compare interventions for teaching children with autism pretend play skills. The interventions evaluated included (a) prompt delay which involved waiting a specified time before physically prompting play actions, (b) instructive feedback in which secondary play targets were presented during the inter-trial interval without providing prompts or reinforcement, and (c) prompt delay with instructive feedback which was combined both procedures. We implemented these interventions in a trial-based arrangement and conducted free-play probes throughout training. We used an adapted alternating treatments design embedded within a multiple probe design across sets of play materials to compare the effects of each intervention on the pretend play actions and vocalizations of a 5-year-old girl with autism. She met mastery criteria faster with prompt delay with instructive feedback in the first comparison and with prompt delay in the second. Play actions generalized to free-play probes, but play vocalizations did not. Video modeling with contingent reinforcement was implemented and found efficacious for increasing her vocalizations. Overall, results indicated different interventions were effective in increasing pretend play skills.

 
137. An Evaluation of a Caregiver-Led Approach Toward Teaching Vital Prevention Skills
Area: AUT; Domain: Applied Research
CHRISTINE FELTY (University of Nebraska Medical Center's Munroe-Meyer Institute; University of Nebraska-Omaha), Javid Rahaman (University of Nebraska Medical Center's Munroe-Meyer Institute), Kevin C. Luczynski (University of Nebraska Medical Center's Munroe-Meyer Institute)
Discussant: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Abstract: Ruppel et al. (2021) demonstrated the efficacy of an approach with children who exhibited deficits in communication and tolerance skills. Their approach could prevent problem behavior toward similar goals as the Preschool Life Skills program (PLS; Hanley et al., 2007). However, a potential limitation of Ruppel et al.'s approach is the omission of challenging situations (risk factors) shown to influence problem behavior based on the assessment and treatment literature. Given the gaps in Ruppel et al. relative to other prevention programs (PLS), the primary aim of this study was to systematically extend Ruppel et al. by including teaching situations and generality tests that expand the application of prevention skills. Similar to Ruppel et al., caregivers directly implemented all procedures. We evaluated target skills and problem behavior using a multiple-probe design across challenging situations (Horner & Baer, 1978). Behavioral skills training was used to teach caregivers the experimental procedures (Miltenberger et al., 2004). The second aim of this study was to evaluate teaching efficiency by analyzing the data in a trial-by-trial format. Results indicated that children engaged in the target skills during all opportunities following teaching from caregivers. Additionally, some children learned the target skills after only four opportunities (trials).
 
139.

The Induction of Naming Through Multiple Exemplar Instruction in an Individual With Autism Spectrum Disorder

Area: AUT; Domain: Service Delivery
JULIE M. CRABTREE (Avail Outreach; Bending Birch Behavioral Services), Emma Benington (Bending Birch Behavioral Services), Melissa Martin (Bending Birch Behavioral Services)
Discussant: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Abstract:

Bi-Directional Naming (BiN), is a capability that allows an individual to learn novel speaker and listener responses from incidental exposure to unique stimuli and the corresponding name. The speaker and listener responses emerge without direct teaching or reinforcement, which increases rates of skill acquisition exponentially. The naming capability often emerges in neurotypical children between the ages of 2 and 3 but is frequently missing for individuals diagnosed with autism spectrum disorder. Much of the existing literature in this area has demonstrated the effectiveness of Multiple Exemplar Instruction (MEI), which consists of teaching stimuli across speaker and listener response topographies, in inducing BiN in neurotypical individuals who do not have the naming capability. The current intervention replicated and extended previous research that demonstrated the emergence of BiN through the implementation of MEI in typically developing preschool children (Greer, et al., 2007). Specifically, the effectiveness of MEI in inducing BiN was evaluated in a 10-year-old male diagnosed with autism spectrum disorder who did not previously have the naming capability. Results suggested that, following MEI across speaker and listener responses for three teaching sets, the naming repertoire emerged for the initial, untrained set of stimuli.

 
141.

Connections Between Autism Spectrum Disorder and Aural Disorders

Area: AUT; Domain: Service Delivery
JADE BERYL WHEELER (University of West Florida), Salvador Ruiz (University of West Florida)
Discussant: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Abstract:

Hearing disorders can cause problematic symptoms and lower the quality of life for anyone that has them. Individuals with neurodivergence such as Autism Spectrum Disorder are more likely to be born with or develop an auditory disorder at some point in their lives, which can cause further problems in cognitive, social, and emotional development. Research has shown that although there is a definite correlation between autism and hearing disorders, the nature, cause, and identities of the hearing disorders remain generally vague beyond the broad umbrella of ‘auditory processing disorder’. It is pertinent to gather research on the connections to the two diagnoses; to learn and discover ways to accommodate and provide relief, therapy, or assistive technology for individuals with both ASD and auditory disorders. In doing so, many individuals with both broad disorders, concurring or not, will be able to have better development, communication, and social skills, among many other benefits. Research for this poster was found using the online databases available to students of the University of West Florida through John C. Pace Library.

 
143.

Implementing Group-Based Situational Social Games for Preschoolers With Autism Spectrum Disorders: A Randomized Trial

Area: AUT; Domain: Applied Research
CHONGYING WANG (Nankai University ), Miao Yu (Nankai University)
Discussant: Rebecca Anne Receveur (The Chicago School of Professional Psychology)
Abstract:

Background: Some group-based early intervention program for children with ASD was reported to be effective, such as G-ESDM. The majority of services for children with ASD is still 1:1 implementation (one interventionist to one child) through private practitioners in China, resulting in high cost and many families cannot afford. However, unlike clinical-based therapy settings, preschool programs provide opportunities to play and communication with other peers, hence maximizing learning opportunities and reducing social isolation. Objective: This study aims to investigate the effectiveness of group-based situational social games for preschoolers with ASD. Methods: Thirty-one children with ASD aged between 3 to 6 were recruited and randomly assigned to the experimental group (N = 15, Meanage = 4.85, SDage = 0.74) or the control group (N = 16, Meanage = 4.47, SDage = 0.89) as shown in Table 1. Children in the experiment group were provided an eleven-week group-based situational social games which included eleven social themes plays to guide children to use appropriate social communications skills, twice a week and 60 min each time, besides the regular intervention, 20 hours one-to-one ABA intervention. Children in the control group were provided only the regular intervention. The measure used before and after intervention were the Chinese Version of Psycho-educational Profile - 3rd Edition (C-PEP-3), the Child Autism Spectrum Quotient (AQ), the Social Communication Questionnaire (SCQ) and the Child Autism Rating Scale (CARS). Results: After eleven weeks’ intervention, the results showed that the C-PEP-3 verbal cognition score of the two groups improved significantly post-intervention compared to pre-intervention (P < 0.05) and the C-PEP-3 interpersonal relationship score increased significantly in the week 11 compared to that in the baseline in the experiment group (P < 0.05) but not in the control group (P = 0.077). The total score of SCQ and AQ decreased significantly (P < 0.05) only in the experiment group. Conclusions: The group-based social game interventions for children with ASD are effective in improving children's social communication skills. More research is needed to explore social game themes, optimal duration of intervention, and the maintenance of intervention outcomes.

 
145.

Clinician Implementation of Task Interspersals With Individuals With Autism Spectrum Disorder

Area: AUT; Domain: Service Delivery
ISABELLA MASSARO (Rutgers, The State University of New Jersey), Daniela Silva (Rutgers, The State University of New Jersey), Amanda Austin (Rutgers, The State University of New Jersey), Samreen Rizvi (Rutgers University New Brunswick NJ), Michael Romano (Rutgers, The State University of New Jersey), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University)
Discussant: Salvador Ruiz (University of West Florida)
Abstract:

Task interspersal is a procedure often used when teaching individuals diagnosed with autism spectrum disorder (ASD) that involves presenting trials of maintenance tasks before trials of acquisition tasks. This procedure has been shown to be effective in teaching a variety of skills to individuals with ASD (e.g., Chong & Carr, 2005; Pitts & Dymond, 2012) and its general procedures were recently summarized through a survey by Bottini et al. (2019). However, no research has examined the different contexts in which service providers may use task interspersal with individuals with ASD and the procedural variations that may occur across these contexts. The present study surveyed direct care providers to evaluate differences in procedural approaches when task interpersals were used as an antecedent intervention to prevent undesired behavior rather than as a consequence following challenging behavior. Preliminary results from 18 professionals working in the field of ABA indicate that nearly 90% of respondents utilize interspersals antecedently and as a consequence following the occurrence of challenging behavior. Procedural variations were noted between contexts with regard to the ratio of mastered to target tasks, type of reinforcement used, and reinforcement schedule. Results of the survey will clarify interspersal procedures utilized in the field.

 
Diversity submission 147. Evaluation of Instructive Feedback and Multiple-Exemplar Training as Strategies for Generalizing Tacts Across English and Spanish Responses
Area: AUT; Domain: Applied Research
PATRICIO ERHARD (University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Fabiola Vargas Londono (University of Texas at Austin), Ross Nesselrode (University of Texas at Austin)
Discussant: Salvador Ruiz (University of West Florida)
Abstract: Research has indicated that bilingual learners diagnosed with autism have difficulty accessing culturally responsive interventions. Emerging research has shown that people with autism have benefited from the use of instructive feedback and serial multiple-exemplar training for promoting the generalization of tacts. However, no study has examined the effects these combined strategies have on the emergence and generalization of tacts across multiple languages. A nonconcurrent multiple baseline design across four participants was used to teach children from heritage language homes tacts in English and Spanish. The study demonstrated that instructive feedback and serial multiple-exemplar training were effective in producing generalization across novel stimulus exemplars in primary and secondary languages for two of the four participants. Additional training components (rehearsal and corrective feedback) were effective in producing the same generalization outcomes with the remaining two participants. Clinical implications are discussed.
 
Sustainability submission 149.

Incorporating a Sex Education Package to Decrease Public Masturbation

Area: AUT; Domain: Applied Research
PORSHA CHARDAI OGAWA (Oaks Integrated Care INC), Amy Ashenfelter (Oaks Integrated Care INC)
Discussant: Salvador Ruiz (University of West Florida)
Abstract:

Masturbation is defined as the touching and stimulation of one’s own genitals for sexual arousal and pleasure. This may involve the use of hands or rubbing against surfaces and/or the use of objects. Due to the lack of sex education and social awareness those with autism spectrum disorder at times may engage in inappropriate sexual behavior during inappropriate times or while in inappropriate places. Individuals with ASD are especially at risk for sexual abuse, self-harm and causing harm to others when engaging in socially inappropriate behaviors such as public masturbation. Masturbation is part of normal sexual development and should also be expected in individuals with ASD (American Academy of Pediatrics, 1996). Having an intellectual disability does not limit the act of masturbation, instead it is important to ensure individuals receives individualized appropriate sex education and provide adequate support of appropriate sexual behavior (American Academy of Pediatrics, 1996). Participants include one youth residing within a congregate setting diagnosed with ASD. Youth was an 18 years of age female who communicated in four-to-five-word sentences often scripted or prompted. During the time of the study youth was receiving Applied Behavior Analysis services paired with Speech therapy. Applied Behavior Analysis services was provided within the school and social skills groups within the congregate group home.

 
151.

A Systematic Approach to Pre-Session Pairing and Rapport Building in Programming for Individuals Receiving Applied Behavior Analysis Therapy

Area: AUT; Domain: Service Delivery
SUSAN FONTENOT MILLER (Butterfly Effects), Molly Ann McGinnis (Butterfly Effects), Ashley Juarez (Butterfly Effects), Amy Rachel Bukszpan (Endicott College, Butterfly Effects)
Discussant: Salvador Ruiz (University of West Florida)
Abstract:

Empirical evidence supports that pre-session pairing, or rapport building, between a clinician and client can increase clinical outcomes in ABA services. Kelly, Axe, Allen, and Maguire noted the effects of pre-session pairing on decreasing challenging behaviors in 2015 while Shillingsburg, Hansen, and Wright (2018) delineated 9 steps in the pairing process to best support children with Autism for in seat, at a table, discrete trial instruction. Furthermore, Lugo, King, Lamphere, and McArdle (2017) sought to operationally define the behaviors characteristic of pre-session pairing to then train staff to better implement these skills. This presentation explores the systematic approach to training BCBA supervisors and technicians in pre-session pairing and the addition of a “Rapport Building” curriculum to a client’s individualized learning program. The presenters will describe the training of clinicians across skills, review the development of a systematic pre-session pairing program, and compare clinical outcomes between clients whose programs include a systematic approach to pairing and those without. Finally, the presenters will examine the social validity from parents, payers, and technicians to support the pre-session pairing program.

 
153.

Telehealth Behavior Skills Training for Caregivers of Young Children With Autism Spectrum Disorder

Area: AUT; Domain: Applied Research
BRITTANY T BATTON (University of Florida), Rachel Eve Kaplan (University of Florida), Kaci Ellis (University of Florida), Carla T. Schmidt (University of Florida)
Discussant: Salvador Ruiz (University of West Florida)
Abstract:

Access to ABA services is limited due to the number of certificated providers with waitlists nationwide. Access becomes even more limited for families in rural areas. Additionally, navigating schedules for busy families limits availability for services. For these reasons, a telehealth caregiver behavior skills training, the Online and Applied System for Intervention Skills (OASIS), was developed to teach parents to implement behavior analytic procedures with their children. This feasibility study sought to replicate research from the University of Kansas in another state and pilot procedures for future research. This single-subject design included 3 participant families. The participants were caregivers, specifically mothers, of young children (age 3-6 years) with ASD. Caregivers completed pre-assessments, 16 weekly modules with coaching from a certified OASIS coach/RBT, and post-assessments following completion of the program. Preliminary data suggests that parents demonstrated increases in self-efficacy, family quality of life, and knowledge of principles of ABA, as well as decreases in parent stress.

 
155. Promoting Effective Focused In-Clinic ABA Treatment for Young Adults with Autism
Area: AUT; Domain: Applied Research
RICK GUTIERREZ (Easterseals of Southern California), Joyce Chenchen Tu Battersby (Easterseals of Southern California), Shaji Haq (Easterseals Southern California), Ronald Francis Moreno (Easterseals of Southern California)
Discussant: Salvador Ruiz (University of West Florida)
Abstract: The participant in this study is an 18-year-old male diagnosed with autism. He engages in severe self-injurious behavior, aggression, disruptive behavior, and stereotypic behavior. The home environment was not suitable for a functional analysis assessment, in addition, the family also lacks dependable transportation and other resource in order for the participant to access health care, education, and leisure activities. The results show that it is necessary for the clinical team focused on social determinants of health including legal matters, transportation, and access to both insurance and generic resources to promote effective focused in-clinic ABA treatment.
 
157.

The Effect of Self-Management Strategies Using High Technology on Geography Lessons Outcomes for Children With Autism Spectrum Disorders

Area: AUT; Domain: Applied Research
BINYAMIN BIRKAN (Biruni University), Ali İrfan ÇAKA (Binyamin Birkan Academy)
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract:

In this study, the effect of self-management strategies presented to a student with autism spectrum disorder with a high technological device on the achievements of geography lesson was investigated by using a single-subject research design, a multiple probe design across behaviors. For this purpose, a 19-year-old early student who was diagnosed with autism spectrum disorder participated in the study. Three of Turkey's seven geographical regions (Marmara, Black Sea and Mediterranean) were chosen for geography lesson outcomes. In the implementation phase of the research, it was observed that the participant achieved the geography lesson achievements at a level that met the predetermined criteria and could generalize to different conditions. In addition, it was observed that the participant continued the gains obtained in the probes taken in the 2nd, 4th and 6th weeks after the intervention ended. The findings of the study indicate that self-management strategies using high technology are effective on the achievements of geography lessons. Inter-observer reliability data were collected at each stage of the study. Inter-observer reliability data for all phases is between 80% and 100%.

 
159. Class-Wide Implementation of Universal Activity Schedules
Area: AUT; Domain: Applied Research
COURTNEY LYNNE BRIGHT (May Institute ), Katharine Davies (May Institute), Emily Sullivan (Western New England ; May Institute), Sarah Frampton (May Institute, Inc. )
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract: Activity schedules are a tool used to teach individuals with autism to engage in a chain of meaningful activities to promote greater independence. The literature shows success of implementation with a variety of individuals in numerous settings. However, implementation of evidence-based practices on a wide scale is a challenge in applied settings. The present study introduced a universal activity schedule package in an intensive behavioral classroom of 6 participants with autism and developmental disabilities ages 17-20, all of whom engaged in severe problem behavior. The package included gaining participant assent, cooperation with 1-5 meaningful activities, and checking in with an adult following schedule completion. The universal activity schedule package was selected from the site’s shared CentralReach program library and data collection occurred entirely using CentralReach. Each participant demonstrated over 90% assent to sessions, quickly mastered between 1-5 meaningful alternative leisure activities, generalized those skills to novel activities and staff, and made progress towards their individual IEP goals. Additionally, staff and parent social validity data suggest the class-wide universal activity schedule package was easy to implement and produced meaningful acquisition of functional skills for each student. These results show the benefits of leveraging electronic databases to disseminate evidence-based practice.
 
163. The Effects of a Text Message Script Intervention on Conversational Speech Between Autistic Children
Area: AUT; Domain: Applied Research
Julia Blanco (Claremont McKenna College), MARJORIE H. CHARLOP (Claremont McKenna College), Alanna Dantona (Claremont Graduate University), Catherine Lugar (Claremont Graduate University), Brianna Waterbury (Claremont Graduate University ), Jaime Diaz (Claremont Graduate University), Katherine Emery (Scripps College), Rachel Podl (Claremont McKenna College)
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract: Autistic children typically display difficulty in making appropriate initiations and responses during conversations. While previous research has shown the benefits of using written scripts to facilitate conversational speech, limited research has been conducted using technology to increase these verbal-social interactions between children. Additionally, some script programs are obvious and perhaps intrusive in a natural context. In the present study, a text message intervention (TMI) procedure using scripted language to teach conversational speech between four autistic children was studied. A multiple baseline design across dyads was used. A text message intervention consisting of “in the moment” contextually relevant scripts sent via cell phone to the autistic children during play sessions was assessed. Results demonstrated an increase in appropriate conversational speech through the TMI procedure and an increase in unscripted speech following the intervention. The participants generalized the behavior across typically developing peers and settings as well as during follow-up.
 
165. Addressing Prompt Dependency in the Treatment of Problem Behavior Maintained by Access to Tangible Items
Area: AUT; Domain: Applied Research
Jennifer Rebecca Weyman (University of Missouri), MADISON HALE IMLER (University of Missouri ), Danielle Ariana Kelly (University of Missouri)
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract: The present study extends the results of Gorgon and Kodak (2019) by evaluating the effectiveness of utilizing differential reinforcement, prompt fading, and extended response intervals to address prompt dependency in the treatment of problem behavior maintained by access to tangible items for Scarlett, a 16-year-old female with autism spectrum disorder. During functional communication training, a progressive prompt delay was utilized to fade out prompted functional communication responses. The therapist then found that as the delay to the prompt increased functional communication responses decreased which led the therapist to determine that Scarlett was prompt-dependent (i.e., waiting for the therapist to provide a prompt before responding). In addition to delaying Scarlett’s skill acquisition, her prompt dependency decreased her opportunities for independence. Therefore, a prompt dependency assessment was then conducted to increase independent functional communication responses. During the prompt dependency assessment, we compared the effects of differential reinforcement, full physical prompts, vocal prompt fading, and extended response intervals (no prompt) on independent functional communication responses. The results of the study suggest that the prompt dependency assessment was effective in increasing independent functional communication responses for one individual with autism spectrum disorder.
 
167. Using an Activity Schedule to Increase Appropriate Play Behaviors
Area: AUT; Domain: Applied Research
CAITLIN BELTRAN (Millstone Township School District), Jillian Behan (Millstone Township School District)
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract: Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges in social skills, repetitive behaviors, and communication. Children with autism often do not follow the typical pattern of play development, particularly in imitative and imaginary play. Play can positively affect academic, social, and cognitive learning. Research has demonstrated that strategies based on applied behavior analysis are effective for increasing appropriate play behaviors; however, there is little research on using activity schedule format to teach appropriate play skills. The current study examined the effects of using an activity schedule with systematic prompting and differential reinforcement to increase appropriate play skills of using toys according to correct function (e.g., arranging toy food on a plate, brushing a doll’s hair). The participant was able to acquire multiple appropriate play skills for varied sets of materials within this context. Generalization with novel instructors and play materials was also observed. Additional research is required to assess generalization to natural play environments.
 
169.

Use of Token Economy With Response Cost Guided by AIM Cirriculum to Decrease Dangerous Behavior and Increase Adaptive Skills

Area: AUT; Domain: Applied Research
Jacy Reed-Robles (FABA; Butterfly Effects), CLAIRE SPIELER (Butterfly Effects), Molly Ann McGinnis (Butterfly Effects)
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract:

Research supports the use of token economy systems for increasing desired behaviors in children with autism and also indicates use of response cost can function as effective punisher for undesired or dangerous behavior. Mark Dixon's AIM curriculum includes a daily point system that is intended to combine components of ACT into a functional behavior plan. At this time, there is limited research on the effectiveness of the AIM curriculum, with the exception of a study demonstrating the effectiveness of the curriculum to teach job performance skills to children with autism (Issen, Himan, & Dixon, 2021). In the current study, the AIM daily point system was used as a guide to incorporate engagement in targeted, functional replacement behaviors (adaptive skills) and coping skills, while also effectively punishing high intensity, dangerous behavior via response cost. The hexaflex behaviors were operationally defined for the child and the therapy team, and use of these supplemental skills resulted in the delivery of reinforcement. Additionally, AIM daily activities were used as supplemental activities to target replacement skills such as non-preferred task completion, requesting help, requesting break, and using age-appropriate coping skills. This intervention was used in addition to continued 1:1 instruction of replacement behaviors and supplement skills, and consistent caregiver training, to decrease frequency of elopement, tantrum, and aggression. As a result of the treatment package, all targeted behaviors have decreased to near zero levels and independence with adaptive skills has increased. The full treatment package was successfully faded and the acquired skills are maintaining, and have generalized across several people and settings.

 
171.

Recent Adaptation to the Interview-Informed Synthesized Contingency Analysis (IISCA): Performance-Based Procedures

Area: AUT; Domain: Applied Research
AARON LEYMAN (queens college, CUNY), Joshua Jessel (Queens College, City University of New York), Tess Fruchtman (Queens College, City University of New York), Natasha Raghunauth-Zaman (Queens College)
Discussant: Somchart Sakulkoo (The Chicago School of Professional Psychology)
Abstract:

Behavioral intervention for problem behavior often relies on the results of a functional analysis to identify environmental contributors. The interview-informed, synthesized contingency analysis (IISCA) is a specific functional analysis format developed to be of practical value among clinicians. Adaptations to the IISCA procedures have since been discussed to further improve acceptability and accessibility by (a) introducing evocative events following periods of calm to reduce dangerous escalation, (b) including moment-to-moment measures of problem behavior to allow for ongoing visual analysis of data, and (c) maintaining measures of positive affect. The format including these adaptations has been termed the performance-based IISCA and has yet to be empirically evaluated. We conducted the performance-based IISCA with six participants who engaged in problem behavior. During the analysis, the reinforcers were presented contingent upon problem behavior and removed following 30 s of calm behavior. Overall, the performance-based IISCA required 8.33 min to conduct and functionally related environmental events were identified without any bursts in problem behavior. In addition, all the participants spent the majority of the time exhibiting calm and engaged behaviors. The results suggest that the performance-based IISCA may be a safe and efficient format for clinicians to consider.

 
 
 
Poster Session #523
EDC Monday Poster Session: Even-Numbered Posters
Monday, May 30, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Guy S. Bruce (Appealing Solutions, LLC)
40. Evaluating Technology-Based Self-Monitoring of Performance with Reinforcement for Students with Disabilities
Area: EDC; Domain: Applied Research
MADELINE ROSE RISSE (University of South Florida), Danielle Ann Russo (University of South Florida ), Kwang-Sun Cho Blair (University of South Florida)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract: Students with disabilities often demonstrate difficulty functioning appropriately in classroom settings. Recent increases in the general education placements of students with disabilities have amplified the need for evidence-based interventions. Self-monitoring has been shown to be effective in reducing problem behavior and increasing appropriate social and academic behaviors exhibited by students with disabilities. Therefore, the purpose of this study was to evaluate the use of a technology-based SMP with differential reinforcement to increase task completion and reduce off-task behavior in students with disabilities served in general education classrooms. Three students with disabilities in fifth grade, who were served in a general education classroom, participated in the study. A concurrent multiple baseline across participants with an ABC sequence was used to evaluate the intervention outcomes. Data collection is currently ongoing, and complete data will be presented at the convention. It is expected that the implementation of SMP is effective in increasing rates of task completion and reducing off-task behavior for each participant. The improvements in classroom behavior and task completion will maintain even when the reinforcement was faded out and after intervention ended.
 
42.

Increasing On-Task Behavior with a Self-Management System in a Mainstream Classroom

Area: EDC; Domain: Applied Research
MIKAYLA CAMPBELL (Utah Valley University), Devin Guinn (Alternative Behavior Strategies - Kids), Caleb Stanley (Utah Valley University), Sarah Makenzie Lindemann (Utah Valley University), Sydney Jensen (Utah Valley University)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

Self-management in schools involves the personal application of behavior change procedures which produces a corresponding change in desired behaviors. Self-management procedures may offer expectational utility for those with autism given the degree of independence afforded by these interventions. Research has shown the effectiveness of self-management in increasing on task behavior as well as the effectiveness of peer praise in increasing on task behavior in the mainstream classroom. Although research has evaluated the effect of self-management on on-task behavior, further replications are needed to ensure the effectiveness of these procedures. The current study sought to evaluate the effectiveness of self-management in increasing on-task behavior in the mainstream classroom. A self-management system with visual prompts and peer mediation was created for the client while staff took data on his on-task behavior for 2-minute intervals. Additionally, a reversal design was utilized to evaluate the effects of the intervention. Overall, the findings suggest the intervention was effective in improving on task behavior and subsequent modifications to the intervention resulted in improved performance compared to that of baseline. The implications and limitations of the intervention will be discussed.

 
Sustainability submission 44. Chronic Absenteeism in the Special Education Population: Increasing Student Engagement in the Special Education Population
Area: EDC; Domain: Theory
STEPHEN GLICK (Danbury High School )
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract: This presentation identifies the issue of chronic absenteeism in the special education population. It then examines research-based strategies that would help create a positive learning environment, and increase student engagement. Then, the presentation offers an action plan to address this issue. The presentation addresses sustainability by examining the issue of chronic absenteeism in the special education population and then offers solutions to creating a learning environment that will increase and sustain student engagement in the special education population.
 
46. Prevalence of Single-Case Design in Special Education: A Survey of Special Education Journals
Area: EDC; Domain: Applied Research
SETH KING (University of Iowa), Lanqi Wang (University of Iowa), Brendon Nylen (University of Iowa), Olivia Grace Enders (University of Pittsburgh)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract: Education policy and scholarship have increasingly emphasized the use of high-quality experiments in selecting instruction. Although initially excluded from research evaluations, single-case designs have recently encountered wider acceptance within and beyond education. Growing approval has coincided with a departure from traditional design conventions, however, which may have implications for evidence-based practices. Research performed prior to the emergence of current standards suggests single-case designs represent the majority of experiments in special education. This study describes the relative prevalence of single-case design studies in a wider range of journals than previously examined. An assessment of a random sample of articles (n = 13,146) published in special education journals (n = 34) from 1999-2019 found that single-case design encompasses 55.6% of experiments, with patterns of publication varying based on journal emphasis (e.g., learning disabilities). A description of results is followed by a discussion of the implications for the interpretation of the evidence base.
 
48.

Supporting the Functional Behavior Assessment Process in Pre-Service School-Based Teams

Area: EDC; Domain: Service Delivery
AUDREY KENNEDY (Boise State University), Patricia A. Hampshire (Boise State University)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

Functional Behavior Assessments (FBAs) effectively assess function of behavior and lead to more effective interventions than interventions not based on function (Newcomer & Lewis, 2004). Unfortunately, questions remain regarding school personnel’s ability to obtain knowledge and skills necessary to conduct FBAs and create meaningful behavior change (Scott et. al., 2005). An FBA form was created to guide the FBA process for pre-service school based personnel. A pre/post test design was used in conjunction with the (TATE) Technical Adequacy Training Tool (Iovannone et al., 2015) to compare technical adequacy of FBAs developed with the guiding form, to FBAs developed without the guiding form. Qualitative data was gathered via survey to seek feedback from users regarding their experience with the guiding form through the FBA process.

 
50.

An Integrated Review of the Literature on Parent Training and Family Involvement

Area: EDC; Domain: Theory
EMILY BATON (University of South Florida (USF)), Heather George (University of South Florida (USF)), Laura Kern (University of South Florida), Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences), Shannon Suldo (University of South Florida)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

The relationship built between the educational system and families can be complex yet essential to the child's overall success. An integrated review was conducted to synthesize primary evidence around parent training and family engagement within the school system. The purpose of this review is to illuminate the cross-section between parent training and parental involvement/engagement. Parent training has been recognized as an evidence-based intervention while parental involvement research is a relatively new research topic. Parent training is more commonly found within the community setting, however, the bond between the school system and families have been growing to address children’s problem behaviors. This review seeks to answer the larger question of how parent training bridges the home-school-community communication divide to serve families better. The preliminary database search was conducted across several electronic databases (e.g. ERIC) using text words, database-specific subject headings, and age limits, when available to address parent training, parent engagement, and parental involvement. The initial search yielded 811 articles. After duplicates and the removal of articles, 268 were left for full article screening with five articles remained for the full-text review. The analysis found that, that few articles focus on bridging the home-school connection by incorporating the core principles of family involvement or engagement within their studies parent training methods.

 
 
 
Poster Session #524
TBA Monday Poster Session: Even-Numbered Posters
Monday, May 30, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Tracy Eileen Sinclair (The University of Connecticut)
52. Evaluating a Brief Self-Compassion Intervention on Psychological and Academic Wellbeing of College Students
Area: TBA; Domain: Applied Research
JESSICA M VENEGONI (Missouri State University ), Dana Paliliunas (Missouri State University), Jordan Belisle (Missouri State University), Camilla Molica (Missouri State University)
Discussant: Tracy Eileen Sinclair (The University of Connecticut)
Abstract: Previous research has established that vulnerable populations experience elevated levels of stress and lower overall levels of wellbeing comparatively, such as university students and disability support staff. We sought to evaluate the efficacy of a series of self-compassion and mindfulness training exercises embedded in undergraduate research classes and in work environments on reported levels of psychological flexibility (AAQ-II and CompACT) and self-compassion (Self Compassion Scales). Participants also provided weekly social validity ratings related to psychological and academic wellbeing throughout the study. We evaluated the intervention using a crossover design, where half of the participants completed the training and the other half received study tips. After six weeks, the groups were reversed. Results suggested that mindfulness and self-compassion training increased both self-compassion and psychological flexibility. Similar levels of academic wellbeing were reported in both groups of students, however only the mindfulness and self-compassion training appeared to support psychological wellbeing.These results have implications for supporting flexibility and self-compassion within undergraduate education and within staff training in a non-intrusive low intensity intervention format.
 
Sustainability submission 54.

Telehealth as a Parent Training Platform: A Behavioral Development Approach to Autism Intervention

Area: TBA; Domain: Service Delivery
SWATI NARAYAN (WECAN ProACT India ), Gita Srikanth (ABA India)
Discussant: Tracy Eileen Sinclair (The University of Connecticut)
Abstract:

Technology has resulted in the emergence of WhatsApp™, and Zoom Video conferencing as competitive alternate training platforms to in-person training sessions. The wide reach of internet based technology has made telehealth an effective and low-cost method of training parents as interventionists using the principles of Applied Behavior Analysis (ABA) for children with Autism Spectrum Disorder (ASD). The current study aimed at training a parent of a child with ASD to implement and deliver evidence based autism intervention.The outcomes were measured using a gold standard developmental based assessment, the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP). The results indicate notable changes in scores on the assessment, acquisition of skills on the part of the child and the parent’s skills in playing the role of the interventionist, coupled with the development of a harmonious and positive relationship between mother and child. Suggestions for further research include using the telehealth model and evidence based parental training for the dissemination of quality services to a larger population.

 
Diversity submission 56.

Beyond Sniffy and CyberRat: Adapting PORTL for Distance Learning and Telehealth Applications

Area: TBA; Domain: Theory
MARGARET PAVONE DANNEVIK (Lindenwood University)
Discussant: Tracy Eileen Sinclair (The University of Connecticut)
Abstract:

This poster will be a tutorial in adapting an in-person operant research lab to a distance learning format so that nontraditional students and teachers can still experience the experimental operant chamber concepts typically limited to animal and in-person lab settings. The poster will also highlight student experiences and social validity of the technique as well as suggest future research in this area.

 
58.

An Examination of Active Learning in a Graduate Behavior Analysis Course

Area: TBA; Domain: Applied Research
Albert Malkin (Southern Illinois University / Western University), Jina Kum (Western University), HANNA E. VANCE (Brock University)
Discussant: Tracy Eileen Sinclair (The University of Connecticut)
Abstract:

Graduate coursework in applied behavior analysis is profoundly important, given that graduates typically go on to influence the lives of countless individuals via applying behavioral principles to change socially important behavior. Students must receive high quality education to be positioned for the best possible start in their behavior analytic career. We evaluated the influence of the components on course outcomes (i.e., quiz scores, final grades, and social validity) of an online course on “Advanced Topics in Behavior Analysis”. Results indicate that activities that involved active learning are most highly related to greater performance. Specifically, we found a statistically significant relationship between creating more posts in asynchronous online discussion with achieving higher grades (Spearman’s Rho = 0.404; p = 0.002). Conversely, passive learning activities, such as accessing pre-recorded lectures was not significantly related to course grades (Spearman’s rho = 0.207; p = 0.113). This study provides further evidence that active learning strategies must be incorporated into higher education pedagogy. Future directions will be suggested, related to the monitoring of, and setting the occasion for active responding in online coursework.

 
 
 
Poster Session #525
CSS Monday Poster Session: Even-Numbered Posters
Monday, May 30, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Sarah M. Richling (Auburn University)
60. Behavioral Science Meets Public Health
Area: CSS; Domain: Theory
JONATHAN A. SCHULZ (University of Vermont), Traci M. Cihon (University of North Texas), Kyosuke Kazaoka (University of North Texas), Francesca Ramírez (National University of San Marcos; Instituto Peruano de Orientación Psicológica), Nikol Mayo (National University of San Marcos; Instituto Peruano de Orientación Psicológica), Patricia I. Wright (ProofPositive: Autism Wellbeing Alliance )
Discussant: Sarah M. Richling (Auburn University)
Abstract: Behavioral scientists have posited for years a science of human behavior can improve public health, and a recent special issue in the Journal of Applied Behavior Analysis has highlighted behavior analytic work in this area. However, formal collaboration between public health professionals and behavior analysis remains scarce, and “public health” is not an option for area of professional emphasis in the profile on the Board Certified Behavior Analyst website, for a program area in conferences, nor is there a public health Special Interest Group. The purpose of this poster is to demonstrate the utility of behavioral science in public health and broaden our scope of practice by exploring the ways that behavioral scientists and public health professionals can collaborate and learn from one another to implement the 10 Essential Services of Public Health to affect population level outcomes. We will provide a behavior analytic conceptualization of the social determinants of health and link this analysis to a Healthy People 2030 objective. We will present future directions related to collaborating with public health professionals and ways behavioral scientists can ethically expand their scope of practice to public health.
 
66. Exploring the Effects of Cultural Consequences Identified through a Ranking Task on the Interlocking Behavioral Contingencues of Ethically Self-Controlled Responses
Area: CSS; Domain: Applied Research
CHELSEA CHRISTINA ELWOOD (University of North Texas), Traci M. Cihon (University of North Texas), Kyosuke Kazaoka (University of North Texas)
Discussant: Sarah M. Richling (Auburn University)
Abstract: Previous literature has defined ethical self-control as a type of individual self-control that also has benefits to the social group and environment. This study explored the effects of cultural consequences identified through a ranking task on the selection of interlocking behavioral contingencies and aggregate products constituting ethically self-controlled responses when participants had pre-existing relationships. Two experiments were conducted to explore these effects. Experiment 1 had two Triads of three participants each recruited from a university-based autism center. Experiment 2 had three Triads of three participants each; participants in Triads 3 and 4 were recruited from a university-based rock-climbing club while participants in Triad 5 were recruited from the same university-based autism center as in Experiment 1. All participants were exposed to a task that involved choosing odd or even rows from a matrix displayed throughout the experimental session. Individual contingencies were programmed in all conditions while metacontingencies were programmed in some conditions. Participants selected the topography of the cultural consequence through a pre-experimental ranking task prior to the onset of the experimental session. A change was made to the experimenter’s verbal behavior in all Operant and Metacontingency conditions for Experiment 2. The results of both experiments indicate that identification of the cultural consequence through a ranking task with participants having pre-existing relationships did have an effect on the continued selection of the cultural consequence across all Triads with quicker selection occurring during Experiment 2. This study extends the current literature on ethical self-control and provides new procedures and designs to further understand the variables involved in the selection of cultural consequences when there is competition with an immediate operant consequence.
 
 
 
Poster Session #527
CBM Monday Poster Session: Even-Numbered Posters
Monday, May 30, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Ciara Gunning (National University of Ireland Galway)
Diversity submission 74. An Evaluation of a Brief Mindfulness and Values Training on Cyber Bullying Behavior in College Students
Area: CBM; Domain: Applied Research
ANGELICA A. AGUIRRE (Minnesota State University, Mankato), Emily Boduch (Minnesota State University, Mankato), Ellie Bungum (Minnesota State University, Mankato), Katja Nielsen (Minnesota State University, Mankato), Breanna Perron (Minnesota State University, Mankato)
Discussant: Ciara Gunning (National University of Ireland Galway)
Abstract: Cyberbullying is associated with many negative outcomes for both the bully and the victim (Fahy et al., 2016; Kowalski et al., 2014; Merrell et al., 2008; Quintana-Orts & Rey, 2018). There has been a large research focus on the causes (Barlett & Gentile, 2012; Mehari & Farrell, 2018) and consequences of cyber aggression, but there has not been as much focus on the evaluation of prevention and intervention strategies (Gaffney et al., 2018). One intervention that shows promise for the reduction of cyberbullying behavior is Acceptance and Commitment Therapy (ACT), which uses several techniques, including mindfulness and values techniques, to increase psychological flexibility (Christie, Atkins, & Donald, 2017; Villatte et al., 2016; Zarling, Lawrence, and Marchman, 2015). The current study aimed to evaluate the effectiveness of a brief mindfulness and values training for reducing the frequency of cyber bullying behavior in college students. Focusing primarily on the mindfulness and values components of the ACT package to determine whether they will be enough to effectively reduce cyber bullying behavior through increased awareness, compassion, and goal-directed behavior. A preliminary analysis of the data showed a decrease in cyber bullying behaviors from pre-test to post-test which continued into the follow-up.
 
76. The Term “Social Incentive” in Behavioral Economics: A Discussion of Its Use and Recommendations for Future Research
Area: CBM; Domain: Theory
LINDSEY ANNE IVES (University of Florida)
Discussant: Ciara Gunning (National University of Ireland Galway)
Abstract: "Social incentives” have been cited in the behavioral economic and contingency management literatures as a tool for treating a variety of health behaviors including those related to substance use, medication adherence, and physical activity. When utilized in conjunction with or alternate to monetary incentives, social incentives could mitigate some of the frequently reported concerns regarding the use of monetary rewards (e.g., high economic burden, feasibility of widescale adoption). Given the success of monetary- and voucher-based contingency management programs, it would be advantageous to investigate the viability of social incentive use in addressing health behaviors. While some research has demonstrated promise in its application, the descriptions of ‘social incentive’ have been variable. This is unsurprising when considering unique challenges associated with utilizing social stimuli, particularly given the difficulty of assessing reinforcing value and the reliance on other individuals for its delivery. A discussion of the use of ‘social incentive’ in behavior economic literature is presented and recommendations for a more technological definition in future research are proposed.
 
78.

Referral and Treatment for Smoking Cessation: Considerations for Clinicians

Area: CBM; Domain: Service Delivery
ALEXANDRA KNERR (University of Florida), Lesleigh Ann Stinson (University of Florida), Jesse Dallery (University of Florida)
Discussant: Ciara Gunning (National University of Ireland Galway)
Abstract:

Cigarette smoking is the leading cause of preventable death in the United States, where an estimated 14% of adults currently smoke (CDC, 2019). Practicing behavior analysts are an untapped resource for treatment referral and in some cases treatment delivery. We review practical considerations for clinicians interested in providing smoking cessation referrals and treatment. We describe recommended procedures for referrals to evidence-based treatment, including the 5 A’s (Tobacco Use and Dependence Guideline Panel, 2008) and Ask, Advise, Connect (Vidrine et al., 2013), and web- and mobile-based cessation programs. We also provide a framework of general contingency management (CM) procedures for smoking cessation and describe common CM variations. We detail important clinical decision points including method of biochemical verification, reinforcer selection, and considerations for use with electronic cigarettes and smokeless tobacco products. Finally, we touch on the ethical considerations regarding scope of competency for behavior analysts interested in practicing in this area. Behavior analysts can use this information to help clients quit smoking.

 
Sustainability submission 80.

Combustible Tobacco Byproduct on a Tobacco-Free Campus: A Surrogate Policy Analysis

Area: CBM; Domain: Applied Research
BRETT GELINO (University of Kansas), ALLYSON R SALZER (University of Kansas), Joshua Harsin (University of Kansas), Gideon P. Naudé (Johns Hopkins University School of Medicine), Derek D. Reed (University of Kansas)
Discussant: Ciara Gunning (National University of Ireland Galway)
Abstract:

Recent years reveal a marked uptick in university- and hospital-campus adoption of tobacco-free regulation, a movement promising significant health and environmental benefit. Given the similarities between community-level change agents (i.e., those that might yield meaningful advancement of public health or sustainability-focused policy) and campus policy, demonstration of campus regulation success—in compliance and outcome—via behavior analytic methodology is of notable value. The present study examines combustible tobacco-product refuse accumulation on a large university campus preceding and following enaction of a tobacco-free policy. We collected, counted, and compared tobacco wastes across four sites; behavior analytic involvement from the early planning stages of policy implementation guided intervention efforts (e.g., preliminary surveying among campus faculty, staff, and students as to where smoking most frequently occurred). Statistical testing suited for time-series research designs supplemented visual analysis. Results infer (a) a meaningful and sustained reduction of tobacco byproduct in all locations, and (b) a successful application of behavior analytic methods in evaluating a policy with plausible community benefit.

 
 

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