|Can and Should ABA be Used in Educational Settings|
|Sunday, May 27, 2018|
|11:00 AM–11:50 AM |
|Manchester Grand Hyatt, Harbor Ballroom HI|
|Instruction Level: Intermediate|
|Chair: Sarah E. Pinkelman (Utah State University)|
|Teaching Self-Control: From Basic Findings to Educational Applications for Children|
|Kristin Griffith (Utah State University), SARA PECK (Utah State University), Sarah E. Pinkelman (Utah State University), Gregory J. Madden (Utah State University)|
|Abstract: The inability to tolerate delays for preferred items or activities (i.e., impulsivity) is associated with a variety of outcomes including substance abuse and addiction, obesity, problem gambling, risky behavior, low physical activity, and failure to engage in safety behaviors. Recent findings from basic research indicate that rats can be trained to tolerate increasing delays to reinforcement and that longer delay-tolerance training programs produce more durable results than shorter training programs. In applied research, teaching tolerance to delay has shown to decrease problem behavior and increase pro-social behavior in preschoolers. Combined, the basic and applied literatures indicate that delay tolerance can be influenced by systematic training. Expanding the duration of delay-tolerance training in applied settings has the potential to reduce the prevalence of impulsive choices that underlie maladaptive behaviors impacting human health. In this session, the results from a systematic literature review on teaching tolerance to delays (i.e., waiting) in young children will be described. Future directions for research and practice will be proposed, including the development and implementation of teaching programs that can be easily embedded in to already existing routines and curricula in early childhood programs serving young children.|
Validating Academic Curricular Programs: Are Single-Case Designs Appropriate?
|Domain: Applied Research|
|RONALD C. MARTELLA (University of Oklahoma), Nancy Marchand-Martella (University of Oklahoma), J. Ron Nelson (University of Nebraska)|
This paper will provide a critical evaluation of the appropriateness of single-case designs in validating academic curricular programs. Considerations in this evaluation will include fidelity of curricular implementation, measurement of skills, and scope and coverage of program implementation. The findings of a recent article in Behavior Modification by McKenna et al. (2017) were reanalyzed with consideration given to important aspects of curriculum validation and the tenets of single-case design. The results demonstrate that single-case researchers do not and/or cannot meet important requirements of academic curricular program validation.