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.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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Symposium #369
CE Offered: BACB
The Implementation of Interventions for Self-Directed Interventions to Promote Generalization for Postsecondary Students with Intellectual and Developmental Disabilities.
Monday, May 25, 2015
2:00 PM–2:50 PM
212AB (CC)
Area: EDC/DDA; Domain: Applied Research
Chair: Jennifer Marie Cullen (Ball State University)
Discussant: Christopher A. Tullis (Georgia State University)
CE Instructor: Jennifer Marie Cullen, Ph.D.
Abstract: Implementation of self-directed interventions can promote self-determination and generalization among individuals with intellectual and developmental disabilities in postsecondary settings such as education, employment, and the community. Postsecondary settings are a setting in which individuals with intellectual and developmental disabilities have historically been excluded. However, current initiatives have opened the doors to higher education for these students. Success in postsecondary settings requires the skills of problem-solving, self-management, and task completion. This symposium will present self-directed interventions to promote success in academic and daily living tasks, and look at generalization effects self-directed interventions have in these settings.
Keyword(s): daily living, generalization, postsecondary, self-determination

The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities in Postsecondary Settings

EVETTE A. SIMMONS-REED (Ball State University), Ralph Gardner III (The Ohio State University), Jennifer Marie Cullen (Ball State University)

Historically, youth with intellectual disabilities have poor postsecondary outcomes in the areas of employment, education, and independent living and lack the self-determination skills needed to become self-sufficient adults. Research indicates that the acquisition of skills related to self-determination improve the postsecondary outcomes and overall quality of life, including those with intellectual disabilities. In this study, the Self-determined Learning Model of Instruction (SDLMI) is used to determine the effects of the acquisition and performance of academic and social behaviors of college-age adults with intellectual disabilities in a multiple baseline design across behaviors. A problem solving questioning sequence will be used to teach goal attainment and planning through: (a) identification of the problem, (b) identification of possible solutions, (c) identification of potential barriers, and (d) the evaluation and reevaluation of their results. Generalization of behaviors will be assessed using behavior checklist and the Behavior Tracker Pro app on iPads in the participants audited courses throughout the study.


The Effects of Self-Directed Video Prompting on Generalization of Independent Living Tasks in Postsecondary Settings for Young Adults With Autism and Intellectual Disabilities

JENNIFER MARIE CULLEN (Ball State University), Evette A. Simmons-Reed (Ball State University), Lindy Weaver (Ohio State University)

Contributing factors to discrepancies among independent living for individuals with disabilities compared to those without are barriers in acquiring, maintaining, and generalizing daily living skills. Acquisition of daily living skills allows people with disabilities to meet their own needs without reliance on others. In addition, proficient daily living skills help people with disabilities increase their self-sufficiency and quality of life. Self-directed video prompting, in which individuals independently access prerecorded task instructions, is an innovative method for teaching daily living skills to individuals with disabilities, but generalization effects have been limited in the literature. . Using technology to teach daily living skills can increase participation in the community and improve independence by providing a level of task competence unattainable without these devices. In this multiple baseline across participants study, self-directed video prompting on an iPad using the My Pictures Talk application was used to help three young adults with intellectual and developmental disabilities in a postsecondary program acquire independent living tasks. Generalization tasks that differed by one, two, and three were measured intermittently throughout the study. All three participants demonstrated generalization to the three tasks. . Our working hypothesis was that study participants would demonstrate improved daily living skill performance and be able to generalize these skills to home and community environments.




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