|Efficient Procedures for Individuals With Developmental Disabilities|
|Sunday, May 27, 2018|
|3:00 PM–4:50 PM |
|Manchester Grand Hyatt, Harbor Ballroom AB|
|Area: DDA/PRA; Domain: Translational|
|Chair: Ilene S. Schwartz (University of Washington)|
|Discussant: Michael Kranak (Western Michigan University)|
|CE Instructor: Michael Kranak, M.A.|
The field of applied behavior analysis has numerous evidence-based interventions that facilitate effective teaching among individuals with developmental disabilities. In selecting and developing interventions, a component that is important for researchers and practitioners is the efficiency of procedural implementation. As such, the purpose of this symposium is to present efficient procedures, varying in topic, that have been effectively evaluated among individuals with developmental disabilities. This symposium is comprised of four studies. The first study will present a web-based program that was developed for the purposes of identifying video preferences and reinforcers among individuals with developmental disabilities. The second study will present findings of a systematic matrix training literature review for individuals with autism spectrum disorder. The third study will present a 'bug-in-ear' coaching intervention for paraprofessionals working with children with developmental disabilities. Lastly, the fourth study will present the findings of a parent coaching treatment package that was implemented with a parent/child dyad. The authors will address the importance, efficiency, and limitations of their respective procedures.
|Instruction Level: Intermediate|
|Keyword(s): coaching, developmental disabilities, efficient procedures, technology|
|Target Audience: |
The target audience for this symposium are practicing behavior analysts, program coordinators, and educators.
|Learning Objectives: At the end of this symposium, attendees will be able to list the benefits of implementing efficient teaching procedures. At the end of this symposium, attendees will be able to summarize the need of incorporating technology into research and practice. At the end of this symposium, attendees will be able to discuss efficient coaching options.|
|Stimulus Preference and Reinforcer Assessment for Videos: A Web-Based Program|
|HUGO CURIEL (Western Michigan University), Alan D. Poling (Western Michigan University)|
|Abstract: Stimulus preference assessments (SPAs) and reinforcer assessments are integral components of intervention. The data supporting the use of various types of SPAs are plentiful; however, one stimulus format that has received limited attention are videos. In an effort to incorporate technology to our research and practice, a web-based program was developed with the capabilities of conducting multiple-stimulus without replacement preference assessments and single-operant reinforcer assessments for videos. This program was evaluated with five young adults with developmental disabilities. The program was sensitive in identifying video preference hierarchies for four of five participants. In addition, the identified stimuli were confirmed to function as reinforcers. Additional findings and limitations will be discussed.|
Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder
|EMILY CURIEL (Western Michigan University), Judah B. Axe (Simmons College), Diane M. Sainato (The Ohio State University), Howard Goldstein (University of South Florida)|
Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language (Goldstein, 1983). A literature search was conducted to identify studies that have implemented matrix training for individuals with ASD. Twelve studies were reviewed and analyzed for four research questions: To what extent has matrix training been used with individuals with ASD? What skills were taught with matrix training? What matrix designs and accompanying evidence-based teaching strategies were used? What percentage of learning occurred through direct teaching and recombinative generalization? Overall, findings suggest that matrix training produced on average about 69% learning without any direct teaching in the areas of language, play, sentence construction, and spelling.
The Effects of the Implementation of Parent Coaching to Increase Quality of Life for Children and Families Affected by Autism Spectrum Disorder
|KATHERINE BATEMAN (University of Washington), Ilene S. Schwartz (University of Washington)|
As the prevalence of children diagnosed with autism continues to rise, the need for high quality parent coaching practices to ensure generalization of skills targeting in early intervention services is pronounced. This study investigated the results of implementation of a parent coaching treatment package developed in alignment with adult learning and education theory, seeking to increase quality of life for families affected by autism. A multiple baseline across behaviors research design was used with a parent/child dyad. Results suggest that this intervention may be an effective and socially valid intervention for parents of children who engage in high rates of challenging behavior at home, and has the ability to increase parent implementation of target behavior skills taught in intervention. Parents identified intervention as having high acceptability and identified parent coaching treatment package as a highly effective intervention. Individual results discussed, as well as implications of this intervention as a whole.
The Use of Distant Bug-in-Ear Coaching to Teach Paraprofessionals to Implement Incidental Teaching Trials
|Nancy Rosenberg (University of Washington), Kathleen Meeker (University of Washington), ELIZABETH KELLY (University of Washington), Xueyan Yang (University of Washington), Shelly Huntington (University of Washington)|
In the moment feedback by a skilled coach can be an effective method of teaching educators to implement evidence-based behavior analytic strategies. Research suggests that immediate feedback results in more efficient learning than does delayed feedback, where the educator receives feedback hours, days or weeks after an observation. However, real-time feedback has historically required the coach to be at the site of the learner. If target educators are not geographically near the skilled coach, this may require a great deal of travel, bringing the true efficiency of the coaching strategy into question. Technology now provides the tools to observe and provide real-time feedback over the Internet, reducing or eliminating the need for the coach to travel. This study examined the effects of distant "bug-in-ear" (BIE) coaching on four paraprofessionals' implementation of incidental teaching, an evidence-based behavior analytic strategy, to teach novel communication phrases to children with developmental disabilities. Distant BIE coaching was associated with immediate, increased rates of correctly implemented incidental teaching components and an increased number of incidental teaching trials by the paraprofessionals, with corresponding increases in rates of target student communication phrases.