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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 #44
Tuesday, November 14, 2017
5:30 PM–7:00 PM
Studio GHIJ; Niveau 2
84. Correspondence Between Preference Assessment Outcomes and Stimulus Reinforcer Value for Social Interactions
Area: DDA; Domain: Applied Research
TONYA NICHOLE DAVIS (Baylor University), Abby Hodges (Baylor University), Regan Weston (Baylor University), Kristen Lenae Padilla-Mainor (Baylor University), Stephanie Gerow (Baylor University), Nicole O'Guinn (Baylor University)
Abstract: Effective training programs for individuals with disabilities generally involve the use of effective reinforcers. The use of social interactions as reinforcers has several advantages over tangible and edible stimuli in skill acquisition and behavior modification programs. For example, they are inexpensive, more practical, less stigmatizing, and promote greater generalization. This study examined a procedure to assess preference for social interactions with individuals with developmental disabilities. A modified paired-choice preference assessment was implemented. Social interactions were presented to the participants on two iPads, each containing a 5-s video of the participant engaging in the specified social interaction with the experimenter. Contingent upon selecting a video, the child received the social interaction displayed on the video. Reinforcer efficacy of the high-, medium-, and low- preferred interactions were evaluated using a progressive-ratio schedule to determine the amount of work maintained by each social interaction. Results showed that higher preference stimuli produced larger break points than did lower preference stimuli. Implications for clinical applications will be discussed.
87. Functional Communication Training and Demand Fading Using Choice Making
Area: DDA; Domain: Applied Research
TONYA NICHOLE DAVIS (Baylor University), Regan Weston (Baylor University), Abby Hodges (Baylor University), Lauren Uptegrove (Baylor University), Kristen Williams (Baylor University), Kelly M. Schieltz (The University of Missouri-Columbia), Supriya Radhakrishnan (Baylor University)
Abstract: Demand fading typically includes an escape extinction component, which can be difficult to implement due to extinction bursts and the inability to continue task presentation due to the nature of challenging behavior. The purpose of this study was to examine the effectiveness of demand fading with choice making, rather than extinction, for a 7-year old male participant diagnosed with attention deficit hyperactivity disorder, oppositional defiant disorder, and disruptive mood dysregulated disorder. The participant consistently engaged in severe, escape-maintained aggression when presented with academic tasks. First a functional communication response (FCR) was trained so the participant could request breaks. Functional communication training was followed by demand fading to systematically increase the amount of work completed between break requests. During demand fading, aggression and requests emitted prior to meeting the task completion criterion were reinforced with short, low-quality breaks, but requests emitted following task completion criterion were reinforced with long, high-quality breaks. As the task completion criterion increased, percentage of problem behavior decreased and FCR rates dropped to socially appropriate levels. Results suggest that choice making may be an effective alternative to extinction as a component of demand fading.
89. Parent-Implemented Assessment and Treatment of Challenging Behavior for Young Children With Developmental Delay
Area: DDA; Domain: Applied Research
STEPHANIE GEROW (Baylor University), Mandy J. Rispoli (Purdue University), Emily Gregori (Purdue University), Lisa Rodriguez Sanchez (Texas A&M University), Tonya Nichole Davis (Baylor University)
Abstract: The purpose of the study was to evaluate the efficacy of a parent training package in teaching parents to implement functional communication training with their young children with developmental delays. Three children with developmental delay, age 25 to 33 months old, participated in the study. Two mothers and one father participated with the children as the implementer of the assessment and treatment sessions. Each parent implemented a trial-based functional analysis with coaching from the behavior consultant. The efficacy of the parent training strategy was evaluated using a multiple baseline across parent-child dyads design. Following baseline, each parent was trained to implement functional communication training with their child. Parent training included written and verbal instructions and performance feedback. Parent training resulted in improved implementation fidelity in the trained routine. Decreases in child challenging behavior and increases in child communication were associated with improvements in implementation fidelity. Generalization probes indicated one parent implemented the intervention accurately in a generalization routine. An additional self-monitoring component was added for one parent to improve implementation fidelity during the generalization routine. The remaining parent-child dyad dropped out of the study early and generalization could not be assessed for that parent.
91. Teaching Adults With Intellectual and Developmental Disabilities to Use Public Transit
Area: DDA; Domain: Service Delivery
RICHARD PRICE (Michigan State University), Abbie Jean Marsh (Michigan State University), Marisa H Fisher (Michigan State University)
Abstract: Students with intellectual and developmental disabilities often have difficulties developing independent living skills, including traveling to various community locations. Increasing use of public transportation could not only enhance opportunities to live independently, but could also increase opportunities for obtaining competitive, community-based employment. Four young adults with intellectual and developmental disabilities, ages 17-26, were taught public transportation navigation skills using a multiple baseline approach. Specifically, participants were taught to use the 'Google Maps' interface - a self-prompting, Photographic Activity Schedule, mobile navigation system - to take the bus to various vocational locations around Michigan State Univerty's Campus. Two phases of instruction were implemented, first campus navigation was taught through forward chaining. Once participants reached criteria of 100% independence for three consecutive sessions, they progressed to Phase 2 in which the researchers completely faded support. Generalization probes were conducted through travel to novel locations on and off campus. In baseline, participants were unable to use 'Google Maps' to take the bus. To date, 2 of the 4 participants have reached mastery criterion in Phase 1 and support has been faded, for 1 of these 2 participants, data is being collected on skill generalization to novel locations. These results provide statistically significant evidence for the utility of using a 'Goggle Maps' interface to teach navigation skills to young adults with IDD.
93. Treatment Effectiveness of Hand Mouthing for Individuals With Profound Developmental Disabilities
Area: DDA; Domain: Theory
ELVIN ALVAREZ (Albizu University; Miami Cerebral Palsy Residential Services, Inc )
Abstract: Hand mouthing has been an important area of study on individuals with profound developmental disabilities over the past two decades. The aim of this study was to systematically review the literature addressing the effectiveness of treatment modalities that treat hand-mouthing behavior. A thorough search of databases was conducted using ProQuest, PsycINFO, and PubMed. Inclusion criteria included peer-reviewed articles only, published between 1995 and 2016. A total of thirteen articles were included in this review. Keywords searched included: hand mouthing, developmental disabilities, and treatment effectiveness. Seven out of the thirteen studies suggested that the combination of noncontingent reinforcement (NCR) with additional treatment options including differential reinforcement (DR), sensory integration therapy (SIT), and response blocking (RB) significantly decrease the frequency and duration of hand mouthing behavior. The results of these studies suggest a positive effect of NCR combined with DR, SIT, and RB in the treatment of hand mouthing behavior. The implications of these results may contribute for the development of treatment packages to effectively decrease hand-mouthing behavior in individuals with profound developmental disabilities. Further studies are needed to confirm these findings and determine the extent in which the combination of these techniques is significantly effective and generalizable to other maladaptive behaviors
94. Using Tablet Technology to Support an Effective Transition Between Infants and Toddler Services to School Aged Services for a Child With Significant Challenging Behaviors
Area: DDA; Domain: Service Delivery
Annie McLaughlin (University of Washington), CAROL ANN DAVIS (University of Washington)
Abstract: Transition services are those services that assist a toddler with a disability and his or her family to experience a smooth and effective transition from the early intervention program to the child's next program or other appropriate services, including services that may be delivered in schools or the community. Effective transition services should provide a cohesive approach to the implementation of a behavior intervention plan among other services. This session examines the use of a tablet based technology tool through the transition services. That is, the tool was used to evaluate, develop, and progress monitor challenging behaviors while the student was receiving early intervention services and was continued into an early intervention group setting while later into the preschool setting. Results indicate that the behavior intervention plan was effective as decreasing challenging behaviors and increasing functional communication in two of the three settings. Social validity data provide useful information about the parent�s and provider�s view of the tablet technology.



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