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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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Paper Session #95
Topics in Autism: Parent Intervention and Behavioral Approaches
Wednesday, November 15, 2017
2:00 PM–3:50 PM
Scene C, Niveau 0
Area: AUT
Chair: Louise D Denne (University of Warwick)
CANCELED: Participant Diversity in Studies of Parent-Implemented Behavior Interventions for Children With Autism
Domain: Applied Research
RACHEL E. ROBERTSON (University of Pittsburgh), Anastasia Kokina (University of Pittsburgh), Rachel Schwartz (University of Pittsburgh)
Abstract: Parent-implemented interventions for reducing problem behavior in children with autism have empirical support for their effectiveness; however the demographics of participants making up the evidence base are generally unknown leaving generalizability of the evidence unclear. This study presents a systematic literature review of participant racial and socioeconomic demographics in studies of parent-implemented interventions for reducing problem behavior in children with autism to examine demographic reporting practices, participant characteristics, and participants' similarity to the general population. Participant race, income, education level, and marital status were aggregated across 23 studies and compared to population-level demographics using chi-square analyses. Results indicated (a) these demographics were infrequently reported; (b) participants were overwhelmingly from White, well-educated, two-parent families; and (c) participants were significantly different from the US population on every tested demographic. Implications of findings and recommendations for reporting participant demographics and increasing diversity in behavior analytic research are discussed.
 
CANCELED: Fostering Parent-Delivered Tele-Home Practice in Naturalistic Communication Teaching for Three Japanese Children With Autism Spectrum Disorder
Domain: Applied Research
EE REA HONG (University of Tsukuba), Liyuan Gong (University of Tsukuba), Sawako Kawaminami (University of Tsukuba)
Abstract: Both naturalistic communication and parent-delivered interventions are considered evidence-based practices for children with autism spectrum disorders (ASDs). However, it is not well known how much this delivery model may actually be efficient in terms of cost, time, and effort for parents. The purpose of this study is to evaluate the effects of a training on parent implementation of naturalistic communication teaching procedures and on child's communication skills using a tele-home practice. This study uses a self-training manual that included written and video instructions to provide parent training in the homes of children with ASD. A changing criterion design is utilized. Three mother-child dyads with children ages 4-6 years with a diagnosis of ASD participate in this study. In addition to the self-training manual, the mother participants are asked to complete a self-checklist of the instructional procedures after each session. Based on the participants performances, written feedback is provided. Pre- and post-training and follow-up data collection are still under way.
 
Treating Autism Symptoms in Infancy Through Parent-Mediated Intervention
Domain: Applied Research
AMY E. TANNER (CBI- Monarch House & Queen's University Belfast), Katerina Dounavi (Queen's University of Belfast & Magiko Sympan)
Abstract: Recent research suggests autism symptoms can emerge as early as 6 months of age and are reliably detected as early as 12 months of age. Early Intensive Behavioral Intervention is the most established intervention for preschool aged children with autism, however best practices for intervention to treat autism symptoms in infancy are still being established. The present study uses a behavior skills training package to teach parents how to implement parent-mediated behavioral intervention strategies with their infants who are showing signs of Autism Spectrum Disorders (ASD). Ten parent/infant dyads participated in the 12-week intervention, which consisted of1-hour weekly parent-coaching sessions, focusing on using daily routines such as mealtimes and play, to teach imitation, joint-attention and verbal behavior to their infants who ranged in age from 7-18 months. Five-minute videos were recorded at the start of every session and scored using partial interval recording for the presence of target behaviors. Three parent and three infant target behaviors were targeting throughout the twelve sessions. Results will be discussed in terms of acquisition of target behaviors, reductions in autism symptoms using a low-intensity parent-mediated behavioral treatment model and the social validity of the intervention.
 
Parents' Perceptions of Behavioural Approaches to Autism Education in the UK
Domain: Service Delivery
LOUISE D DENNE (University of Warwick), Richard P. Hastings (University of Warwick), J. Carl Hughes (Bangor University)
Abstract: Research into factors underlying the dissemination of evidence based practice is limited within the field of Applied Behaviour Analysis (ABA). One of the most comprehensive models of evidence based practice, the Promoting Action on Research Implementation in Health Services (PARIHS) framework (Rycroft-Malone et al, 2004), suggests that the perceptions of decision makers are often the most significant facilitators of, and barriers to, research utilisation. Within autism education in the UK there is evidence to suggest that parents are key decision makers. This study is the first to try to quantify UK parental perceptions of behaviourally based approaches to the education and support of children with autism. Using an internet based survey, it is also the first to explore the perceptions of parents whose children have not had experience of behaviourally based approaches. We found that current and or past use of ABA, and parental education were significant predictors of parental perceptions of ABA even after controlling for key demographic variables, with experience of ABA and higher parental education resulting in scores that reflected a more favourable disposition towards ABA. The findings support the idea that parental perception of ABA may influence dissemination. Further investigation is clearly necessary.
 
 

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