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Association for Behavior Analysis International

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Ninth International Conference; Paris, France; 2017

Event Details

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Paper Session #16
Topics in Developmental Disabilities
Tuesday, November 14, 2017
3:00 PM–3:50 PM
Scene C, Niveau 0
Area: DDA
Chair: Evelyn Amanda Boutot (Texas State University)
CANCELED: Sexuality Education and Developmental Disabilities: Supporting the Development of Sexually Healthy Individuals Through Behaviorally-based Strategies
Domain: Theory
MEAGHAN MCCOLLOW (Central Michigan University), Marissa Congdon (Cal State San Bernardino)
Abstract: Sexuality education is an often overlooked aspect of education for children and youth with developmental disabilities. However, it is an important aspect of the development of healthy individuals. Without explicit instruction, these individuals are at risk of lack of information regarding sexual development, sexual and reproductive health, interpersonal relationships, affection, intimacy, body image, and gender roles. This lack of information can lead to misinformation about sexuality, lack of development of sexual and gender identities, and leaves these individuals open to abuse. Behaviorally-based strategies can be used to support sexuality education for individuals with developmental disabilities, including the use of task analysis, video modeling, reinforcement strategies, and self-management. This presentation will describe the current research literature on sexuality education as well as results from a practitioner survey on strategies used to provide sexuality education. Future directions for behaviorally-based strategies for sexuality education include a focus on ways in which generalization can be achieved and the ethical parameters practitioners need to consider.
Development and Implementation of an Applied Behavior Analysis Program for Infants With Down Syndrome
Domain: Service Delivery
E. AMANDA BOUTOT (Texas State University), Samuel DiGangi (Arizona State University)
Abstract: Research over the last decades has established that early behavioral intervention can not only lead to improvements in targeted skills and amelioration of autistic symptoms (e.g., Lovaas, 1987), but can also lead to actual improvements in neurological functioning (see Dawson, 2008 for a review). Dawson (2008) suggests that "early intervention can alter the abnormal developmental trajectory of young children with (autism) and help guide brain and behavioral development back toward a normal pathway" (p. 776). Because Down Syndrome is diagnosed earlier than autism (i.e., before or shortly after birth), there is potential to begin intervention at a very young age, producing more positive results. We will present details of the Down Syndrome Early Intervention Project, a longitudinal study examining the effects of low dose ABA for infants ages 2 and younger with Down Syndrome, with and without parents as co-therapists. Specifically, we will provide details on program development for very young children (under age 1), logistics of working with families and their infants, and share ramifications for future research and practice. We will examine assessment of very young infants, research-based approaches that are suited to very young learners and their families, and discuss collaborative approaches with other early intervention service providers.



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