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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.

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Ninth International Conference; Paris, France; 2017

Event Details

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Poster Session #42
Tuesday, November 14, 2017
5:30 PM–7:00 PM
Studio GHIJ; Niveau 2
70. Applied Behavior Analysis and Positive Behavior Support
Area: PRA; Domain: Theory
KATHRYN M. ROOSE (University of Nevada, Reno; Nevada Positive Behavioral Interventions and Supports Technical Assistance Center), Ashley Eden Greenwald (Nevada Positive Behavioral Interventions and Supports Technical Assistance Center)
Abstract: The relationship between ABA and PBS will be explored from the vantage point of a Behavior Analyst who practices in Positive Behavior Support. While PBS practitioners cite ABA as the foundation for their work, many ABA practitioners reject the notion of PBS being a valid application of the science. The origins and early history of PBS will be discussed, as well as the eventual strained relationship between ABA and PBS. A review of common PBS practices and terminology will be provided, highlighting how PBS practices are rooted to behavior analytic principles. PBS practices will be examined from the perspective of behavior analysis and described in traditional ABA terminology, demonstrating that the foundational principles are the same. Despite the great benefits to conducting interdisciplinary work, it is not uncommon for practitioners to harbor misconceptions without a rich understanding of each contributing discipline. PBS is no stranger to ABA, yet many practitioners of ABA maintain common misinterpretations and misunderstandings of PBS concepts and practices. Common myths of PBS will be presented and addressed. Concluding remarks will present the current status of the relationship between ABA and PBS how clinicians in each domain can best address it, specifically calling for renewed collaboration.
71. Children Who Run Away: How to Earn Instructional Control
Area: PRA; Domain: Service Delivery
KESER LAURENT (BA-eService), Alexandra Lecestre (BA-eService)
Abstract: Earning instructional control is an important step for an efficient ABA-based intervention. The instructional control allows an increase in learning and in maintenance of appropriate behaviors. However, it can be difficult to introduce instructional control with children with autism presenting lots of escape behaviors. A. is an 8-year-old child with an autism diagnosis who run from the place in presence of a new person. We used a shaping procedure to develop instructional control with him. After a free operant preference assessment, we work on the acceptance of the presence of a behavior technician beside him using a shaping procedure. Then, we control the strength of pairing by introducing a distance allowing the child to interact with the technician. After we introduce some easy demand, according to a prior skills-assessment, with the presence of the preferred item. Then, we continue the easy demand with the preferred item removed. This procedure allowed us to work independently every step facilitating the implementation of the intervention by the behavior technician, allowed to take effective data for the analysis of the progression and enabling effective implementation of instructional control.
72. Individualized Levels System as Intervention for Socially Mediated Self-Injurious Behavior
Area: PRA; Domain: Service Delivery
SOMER WIGGINS (Vanderbilt University), Mary Matthews (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University)
Abstract: When self-injurious behavior (SIB) is dangerous or life threatening, common approaches to intervention (e.g., response extinction) are neither feasible nor safe. Our participant was diagnosed with autism spectrum disorder (ASD) and pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections (PANDAS) and engaged in frequent bouts of high intensity and multiply controlled but socially mediated SIB, including swallowing inedible objects (e.g., batteries, pens, etc.), self-choking, self-biting, head banging, and vomiting. This study highlights an iterative approach to intervention in which multiple techniques were attempted before socially valid outcomes could be achieved. Based on the results of a functional analysis (FA), therapists designed and evaluated a variety of interventions. Intervention ultimately incorporated DRO, DRA, FCT, NCR, response interruption and redirection, and negative punishment procedures organized through an individualized levels system and embedded into a structured daily activity schedule. A visual analysis of the data indicates that combinations of interventions were successful at reducing problem behavior to near zero rates.
73. Intensive In-Home Feeding Treatment for Younger Siblings
Area: PRA; Domain: Service Delivery
TESSA CHRISTINE TAYLOR (Paediatric Feeding International), Alayna T. Haberlin (Momentum Learning Services), Nikolas Roglich (Edith Cowan University)
Abstract: Feeding problems in early childhood can be very challenging for caregivers and family life. Children who limit their food consumption may significantly impact multiple critical areas of their development. Effective treatment should be accessed as young as possible, but has been limited in accessibility to a handful of hospital programs. Feeding problems affect both children with and without disability, and families may struggle with multiple children having feeding difficulties. This study looked at providing an in-home intensive behavioural feeding intervention to 2 children with typical development who were younger siblings of children in the feeding program. A reversal design assessed the effects of nonremoval of the spoon, re-presentation of expelled foods, contingent access to tangibles, and response cost. The results indicated that a multi-component intervention with nonremoval of spoon, re-presentation of expelled food, and differential attention was effective in increasing consumption of a wide variety of foods from the food groups at regular texture for both participants.
74. The Positive Approaches to Reduce Restrictive Interventions (PAtRRI) Project: Preliminary Analysis and Results
Area: PRA; Domain: Service Delivery
ERIC JOSEPH BIENIEK (Slippery Rock University of Pennsylvania), Ann K. Ellison (Barber National Institute), Matthew Erickson (Slippery Rock University of Pennsylvania)
Abstract: The necessity for restrictive procedures and interventions to maintain safety has been a consistent element to educating students who demonstrate significant problem behavior in the school setting. This poster will review the results of a research study evalauting an inovative professional development curriculum focused on educators who are required to use restrictive procedures on a consistent basis. The effects of an in-service training, printed materials and weekly booster sessions will be analyzed to determine changes in staff perception and the implementation of environmental and antecedent based interventions as opposed to restrictive, non-teaching practices. The intention of this professional development package is provide staff with insight into implementing evidenced based approaches to decrease problem behavior that place a priority on teaching replacement behaviors that are more functionally equivalent. The information presented through this poster will outline ways in which schools supporting exceptional learners can better train their staff to support significantly impaired children more proactively. In addition, this study will also provide insight into how novel professional development interventions can indirectly affect the quality of the learning environment for exceptional learners. Beyond improving the professional skill sets of these educators, the researchers ultimately hope to observe a decrease in the frequency and duration of restrictive procedures used in setting where staff members participate in this professional development experience.
75. Stimulus Fading and Levels System as Alternative to Extinction for Severe Aggression
Area: PRA; Domain: Service Delivery
KAYLA RECHELLE RANDALL (Vanderbilt University), Mary Matthews (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Nealetta Houchins-Juarez (Vanderbilt University)
Abstract: An individualized levels system can be effective at reducing high rates of aggression. However, when aggression is severe, fidelity to programmed procedures is likely to be low and treatment effects may not be observed. In this study, the team used an individualized levels system for an 11-year old female diagnosed with autism spectrum disorder (ASD) whose severe aggression was maintained by access to attention, access to tangible items, and escape from demands. Systematic stimulus fading was employed to safely introduce multiple therapists across successive intervention sessions. Therapists were initially fully covered with protective gear and never conducted sessions without being accompanied by a male supervising therapist. Following the fading procedure, single therapists conducted intervention sessions alone without wearing any protective gear. Visual analysis of the data indicates that an individualized levels system with stimulus fading could be used to treat severe aggression when safety is a concern for therapists implementing intervention.
76. Strategies for the Promotion of Behavior Science Through Undergraduate Curriculum Design
Area: PRA; Domain: Theory
GENEVIEVE M. DEBERNARDIS (University of Nevada, Reno)
Abstract: There is an increased need for behavior analysts, yet the exposure to behavior science within baccalaureate programs in psychology is oftentimes minimal at best. There are a number of graduate level programs that offer specialized training in behavior science, but there are very few of these opportunities at the undergraduate level. Compounding this problem, tenure track faculty must direct their efforts to actions directly related to promotion and tenure, with little time remaining for the consideration of undergraduate teaching practices and curriculum design. At first glance, it appears as though there is little incentive for efforts to be directed to this area. Given the growing need for more behavior analysts, extra emphasis should be placed systematically exposing individuals to our field earlier in their education. This poster will outline ways in which this can be achieved at institutions, as illustrated by the implementation of the bachelor’s level Behavior Analysis Specialization at the University of Nevada, Reno. A number of curricular features will be highlighted, from course design, certification options, and considerations for creating specialized major and minor options. In addition, strategies for promoting buy-in with students, parents, instructors, and administrators will be reviewed.
77. Teaching an Adolescent Male With Down Syndrome and Autism to Recruit Help When Lost
Area: PRA; Domain: Applied Research
MARY MATTHEWS (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University), Sarah Shaw (Vanderbilt University ), Nealetta Houchins-Juarez (Vanderbilt University)
Abstract: Social and communication deficits for children with autism may lead to an increased risk of becoming lost in public spaces, yet few studies have investigated methods for explicitly teaching help-seeking skills. This study was based on the work of Bergstrom et al (2012) and used discrimination training and forward chaining to systematically teach a hierarchy of help-seeking responses to an 18-year-old male diagnosed with Down Syndrome, autism spectrum disorder (ASD), and attention-deficit / hyperactivity disorder (ADHD). The client was first taught to discriminate lost in a clinical setting, then was taught a four-step sequence of conditional responses to recruit help in a public space: call out, approach desk, recruit attention, and exchange identification card. A multiple baseline design across contexts was used to evaluate the clients independent responding during baseline, training, and maintenance. A visual analysis of the data indicated that intervention was effective because independent responding maintained across all settings.



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