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| TBA Sunday PM |
| Sunday, May 24, 2015 |
| 7:00 PM–9:00 PM |
| Exhibit Hall C (CC) |
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| 51. Evaluating School- and Clinic-Based Behavior Evaluations Conducted Through Iowa's Challenging Behavior Training Service |
| Area: TBA; Domain: Service Delivery |
| DEVA CARRION (University of Iowa), Brenda J. Bassingthwaite (The University of Iowa Children's Hospital), Jessica Emily Schwartz (The University of Iowa), David P. Wacker (The University of Iowa), Sean D. Casey (The Iowa Department of Education) |
| Abstract: The Challenging Behavior Training Service employs experienced behavior analysts at the Center for Disabilities and Development at the University of Iowa Children’s Hospital to train school-based challenging behavior specialists in the use of experimental analyses and preference assessments with the support of the Iowa Department of Education. Across 5 years, consultants conducted behavior evaluations with 394 children. Students referred for evaluation were between the ages of 3 and 20, and 45% were identified as typically developing, 55% were identified with a developmental disability, and 52% were identified with a communication disorder. All students were referred for the assessment and treatment of challenging behaviors. We questioned if the presence of a developmental disability and/or a communication disorder affected consultants’ decisions for type of assessment to conduct and affected assessment outcomes. Students who were typically developing were more likely to be referred for task refusal and less likely to be referred for self-injurious behavior than students diagnosed with a developmental disability. Preliminary analyses of 63% of evaluations show that concurrent operants assessments (COAs) were more likely to be conducted with students who were typically developing than students with a developmental disability. COAs were also more likely with individuals without communication disorders. |
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| 52. Evaluation of the Baseline Assessment in a Single Subject Design used to Evaluate Discrete-Trials Teaching Performance |
| Area: TBA; Domain: Applied Research |
| LISA HUNTER (University of manitoba), Jade Wightman (University of Manitoba), Alison Cox (University of Manitoba), Joseph J. Pear (University of Manitoba) |
| Abstract: Abstract
Discrete-trials teaching (DTT) is a method used to teach skills to individuals with developmental disabilities. Numerous researchers have evaluated the effectiveness of a self-instructional manual to teach DTT (Fazzio & Martin, 2011). Previous research suggests that repeated baseline testing may result in improvement in DTT teaching accuracy independent of training. Therefore, unintentional learning during baseline may pose a threat to the internal validity of the research design. The current study examines this possibility by comparing the effects of repeated exposure to baseline testing across two different baseline conditions. Condition 1 was called Typical Baseline and had been used in previous research. Condition 2 was called Modified Baseline, where a participants’ opportunity to come in contact with any reinforcement or extinction contingencies provided by the confederate that may shape their DTT skill acquisition was minimized. The means of the slopes of each condition were not significantly different from zero. However, the Modified Baseline condition sessions were completed significantly faster than the Typical Baseline sessions. These results empirically validate the baseline assessment that has been used in previous research, and also suggests how we may increase the efficiency of baseline sessions in future experimental evaluations of training packages to teach DTT.
Keywords: discrete-trials teaching, baseline assessment, developmental disabilities |
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| 53. Improving observable and measurable IEP objectives using pyramidal staff training |
| Area: TBA; Domain: Applied Research |
| THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College), Rachel L. Zetino (Beverly School for the Deaf), Erika Majeskey (Beverly School for the Deaf) |
| Abstract: Individualized Education Plans (IEP) serve as the foundation for special education programming. The goals and objectives that are written as part of these plans guide the instruction that will take place for the student. It is important that these goals and objectives are measurable and observable, so that the student's instruction is clear to all involved. More importantly, the inclusion of measurable and observable objectives allow for data collection to take place, making it easier for progress to be measured. The purpose of the study was to use a pyramidal approach of staff training and teach staff working with special education students and deaf or hard of hearing student to write observable and measurable objectives. Nine staff were selected as group leaders who attended a training on the material, before presenting to their respective staff groups. Didactic instruction was utilized in combination with models, practice, and feedback on the writing of IEP objectives. IEP objectives were evaluated at baseline and post pyramidal training. Results showed an improvement in written objectives that met the stated criteria. Implications for improved student programming and performance will also be discussed. |
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| 54. A Component Analysis of an In-Class Review Game |
| Area: TBA; Domain: Applied Research |
| CHRISTOPHER J. PERRIN (Georgian Court University), Amanda Guld Fisher (Temple University), Amanda Kowalski (Kaufman Children's Center) |
| Abstract: College students often lack skills for effective studying (e.g., Emanuel et al., 2008; Houston, 1987; Thomas, Bol, & Warkentin, 1991). For example, they often do not devote sufficient time to studying and/or do not discriminate which material to focus on when studying. The results of previous research have suggested that review games improve performance on in-class quizzes (e.g., Neef, Perrin, Haberlin, & Rodrigues, 2011). Despite positive findings, questions remain regarding the specific components of these interventions that effect change. For instance Neef et al. had students generate questions and answers based upon assigned readings, after which the students played a review game in which they took turns asking other students those questions. The current investigation conducted a component analysis of the review game used in the Neef et al. study. Specifically, quiz performance was evaluated after students participated in (a) a review game using questions generated by players or (b) a review game that did not require students to generate the questions. |
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| 55. ABA Concentration at the Emirates College for Advanced Education in Abu Dhabi, United Arab Emirates |
| Area: TBA; Domain: Service Delivery |
| MICHELLE P. KELLY (Emirates College for Advanced Education), Lilly Tennant (Emirates College for Advanced Education) |
| Abstract: In 2007, the Emirates College for Advanced Education (ECAE; www.ecae.ac.ae) was officially established by the President of the United Arab Emirates (UAE) and Ruler of Abu Dhabi. ECAE is a specialist teacher training college in the UAE. It was established to be a teacher preparation, educational research and school development centre and is funded by the government to play a key role in the modernization of school education in the UAE and throughout the Middle East in collaboration with the Abu Dhabi Education Council (ADEC). This poster describes the ABA concentration offered by the Health and Special Education Division, which is responsible for program offerings, research, and community engagement related to the academic areas of health and special education. The four courses in the ABA concentration were granted Approved Course Sequence (ACS) status by the Behavior Analyst Certification Board (BACB) on December 17th, 2014. ECAE also offers intensive practicum in a local ABA center for individuals with autism. |
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| 56. Effectiveness of Incorporating Peer-Review in a Computer-Aided System of Instruction to Teach Discrete Trials Teaching |
| Area: TBA; Domain: Applied Research |
| CHLOE WANG (Brock University), Jade Wightman (University of Manitoba), Maurice Feldman (Centre for Applied Disability Studies, Brock University), Toby L. Martin (St.Amant Research Centre), Joseph J. Pear (University of Manitoba), Tricia Corinne Vause (Brock University), CT Yu (University of Manitoba), Marileide Antunes Oliveira (University of Manitoba), Heather Yates (Brock University), May S. Lee (University of Manitoba) |
| Abstract: An online teaching method called Computer-Aided Personalized System of Instruction (CAPSI) has been recently tested to teach knowledge and application of discrete-trials teaching (DTT). Research shows that peer-reviewing, defined as marking done by students, contributes to the learning of students who act as peer-reviewers. This multi-site study evaluated the value of incorporating peer-review into a CAPSI DTT training package by comparing two groups: (a) with simulated peer-review (SPR) and (b) without simulated peer-review (WOSPR). The purpose was to investigate whether or not the peer-review would help the peer-reviewers to improve their comprehension of the DTT training package. The baseline required the participants to conduct a 12-trial DTT, write a test, and assess two video clips with research assistants conducting DTT. In the training period, participants were required to read a self-instructional manual and take a three-question quiz on CAPSI after finishing every chapter. For the post-study, the participants repeated the baseline. The results did not find any differences between the two groups. However, the study indicated that CAPSI is an effective method for teaching individuals DTT. Implications of the study include that using CAPSI could be more efficient for supervisors training new staff where turnover rates may be high. |
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| 57. Enhancing Online Instruction with the Educreations App |
| Area: TBA; Domain: Service Delivery |
| JAMIE M. SEVERTSON (Southeast Missouri State University) |
| Abstract: Educreations is an app that functions as an interactive white board, allowing the user to create a video of what is being written and spoken. It is available as an iPad app and is also accessible online. As a tool in an online learning environment, Educreations can be used by instructors or students to explain concepts, demonstrate examples, provide feedback, and engage with learning material. In a course on the basic principles of behavior analysis for example, a student could use the Educreations app to diagram and explain examples of behavioral contingencies, which would help the student to learn how to think and speak like a behavior analyst. A completed recording of each Educreation can be easily embedded as a unique hyperlink into an online forum or other course materials. Videos can be made private, such that they will not appear in the search results in search engines or the Educreations website. Demonstrations of Educreations will be provided during the poster session. |
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| 58. Use of Invertebrates in the Classroom to Demonstrate Principals of Learning and Dominance Hierarchies. |
| Area: TBA; Domain: Service Delivery |
| CHRISTOPHER DINGES (Oklahoma State University), Charles I. Abramson (Oklahoma State University) |
| Abstract: Since the mid-1990s, the Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has developed a number of exercises appropriate for classroom use to demonstrate principles of learning and other forms of behavior. These activities have primarily focused on the use of invertebrates such as planarians, houseflies, earthworms, and honey bees. We have also developed exercises using fish based on an inexpensive apparatus called the Fish Stick. Other exercises to be discussed are Salivary Conditioning in Humans; These various teaching activities are summarized, and the advantages and limitations are discussed. |
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| 59. Supervision Solutions for Behavior Analysts: Addressing Barriers to Supervising Aspiring BCBAs |
| Area: TBA; Domain: Service Delivery |
| KATIE SUSZEK (Western Michigan University), Heather M. McGee (Western Michigan University), Rebecca Renee Wiskirchen (Western Michigan University), Yannick Schenk (Western Michigan University), Erin E. Watkins (Western Michigan University ) |
| Abstract: Many supervisors training people to become Board Certified Behavior Analysts serve in other professional roles as well. These roles may effectively compete with the responsibilities of supervising. Having materials to reduce the effort of supervising may increase the likelihood of supervisors carrying out the full process of behavioral skills training, which would help increase the proficiency with which their supervisees can perform the skills outlined in the BACB Fourth Edition Task List. The purpose of this presentation is to introduce some tools for increasing the efficiency and effectiveness of supervision and facilitating the process of behavioral skills training for BCBA supervisors. |
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| 60. The Brohavior Mentorship Program |
| Area: TBA; Domain: Service Delivery |
| RYAN LEE O'DONNELL (Brohavior), Dominique Stedham (University of Nevada, Reno), Mark Malady (Brohavior; HSI/WARC) |
| Abstract: Following graduation of maters programs many behavior analysts find themselves in a cold dark world where they are searching for the light of peers that share their approach to the subject matter of behavior. One online group called Brohavior (derived from “brotherhood”) has recently created a refuge for behavior analyst looking for the light in order to continue their own development. The group aims to create a collaborative environment where students of behavior analysis are exposed to and pursue behavior analytic literature, philosophy and research that is outside of the scope of the BACB approved course sequence. As the organization grew it became clear that there needed to be formal guidelines for selection of appropriate members. One such guideline became the mentor project. The purpose of the mentor project is to teach new skills to the potential recruit and to create a meaningful project that is related to the mission of the organization. Current projects will be reviewed and viewers will be encouraged to utilize the projects that are hosted online for free. |
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| 61. Applying ABA to "See One! Do One! Teach One!": Using ABA Principles to Revise the Ways in Which the Time Honored Mantra of Medical Education is Applied in Clinical Educational Settings |
| Area: TBA; Domain: Theory |
| RICHARD COOK (Penn State) |
| Abstract: "See one! Do one! Teach one!," the time honored mantra of training medical students, residents, and those physicians teaching them, has a catchy sound, but often isn't adequate for the complex, and even not so complex, procedures and practices of clinical medicine, and is especially inadequate for teaching generalization of the basic concepts to the myriad circumstances, and human tragedies, of day to day clinical medicine. Though it is time honored, as sometimes practiced, it is now becoming more and more readily seen as inefficient, and unsafe. Integrating basic principles of behaviorally based education into the traditional practices of medical education can be challenging in that it must overcome several hundred years of learning history and traditional practices of those teaching ("When I was a resident.....") but is itself best achieved by applying those same principles to changing attitudes (private behaviors) of those most influential in the education of a given student. Applied Behavior Analysis (ABA), a scientifically based psychological discipline, traces its roots to physiologists/physicians including Pavlov, and focuses upon observable, measurable behavior, not imagined psychological constructs. Applied behavior analysts systematically assess observable behaviors, stimuli that come before them, consequences that come after the behaviors, and gather objective data from which to draw inferences, develop hypotheses, implement programs for behavior change, evaluate their impact, and revise and reevaluate them. A branch of ABA, organizational behavior management (OBM), applies the scientifically derived principles of behavior change to workplace and organizational settings. Applied behavior analysts who practice in medical school/teaching hospital settings can become leaders in helping medical school faculty revise teaching practices, to the benefit of patients, students, teaching clinicians, and the discipline of ABA itself |
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