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| Behavior Analysts in the Making |
| Monday, May 28, 2018 |
| 8:00 AM–9:50 AM |
| Manchester Grand Hyatt, Harbor Ballroom C |
| Area: TBA |
| Instruction Level: Intermediate |
| Chair: Ana Carolina Sella (Universidade Federal de Alagoas, Brazil) |
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| Poser Applied: User-Friendly CGI for Generating Ethical Visual Exemplars in Teaching Applied Behaviour Analysis |
| Domain: Theory |
| MICHAEL KEENAN (Ulster University), Lee Cadieux (Arts and Humanities Research Institute; Ulster University) |
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| Abstract: In the present day, where access to video technology for teaching purposes may seem all but ubiquitous, video is not necessarily the best tool for all learning activities, in all situations. In the teaching of Applied Behaviour Analysis, live-action video examples are not always available and neither is it always ethically sound to use real-life videoed case studies for all teaching situations. Live-action video sequences may be cast, scripted and recorded, but the process is often prohibitively expensive and it is difficult for the therapist to maintain control over the production to ensure the result is fit for purpose. Poser, an application from software developer Smith Micro, offers users an application for the development of dynamic 3D CGI content that may serve as an enhanced economical alternative over its live-action video counterpart. Canny use of the software, when coupled with a knowledge of classical animation technique, can afford users the ability to generate animated scenes of specific behaviours, of a near photographic realism, whilst maintaining complete ethical control over the content developed; something that is often difficult to achieve with live-action video. |
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| Linking the Dimensions of ABA to Commonly Used Criterion-Referenced Assessments |
| Domain: Theory |
| KRISTEN LENAE PADILLA-MAINOR (Baylor University), Abby Hodges (Baylor University) |
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| Abstract: In the field of applied behavior analysis (ABA), practitioners abide by certain behavior analytic principles to guide assessment practices, research, and interventions. Behavior analysts strive to utilize research, data, observable and measurable behaviors, experimental control, and scientific inquiry to promote socially significant behaviors and ultimately provide the best treatment for individuals with developmental disabilities. In clinical practice, these principles guide intervention development and progress monitoring. However, these principles should also be applied when selecting and using assessments to identify an individual’s current behavioral repertoire. Behavior analysts utilize assessments in a variety of ways in practice such as reviewing test scores in assessment reports (e.g. diagnostic reports), selecting instruments to assess skills, administering tests, and interpreting test results. This paper connects the dimensions of ABA to commonly used criterion-referenced assessments used to determine present levels of functioning in children, outlines the significance of selecting instruments that align with those dimensions, and provides guidelines to follow when determining which type of formal assessment to use for evaluating individuals with developmental disabilities. |
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A Proposed Model to Teach Basic Behavior Analytic Concepts and Principles to Different Bachelor's Degrees |
| Domain: Theory |
| ANA CAROLINA SELLA (Universidade Federal de Alagoas), Jackeline Santos (Universidade Federal de Alagoas), Daniela Mendonça Ribeiro (Universidade Federal de Alagoas) |
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| Abstract: Teaching higher order thinking (HOT) skills is a concern in all higher education settings. Teaching behavior analytic concept and principles within a HOT framework has been an object of research for many years; however, there is still little research on what to teach and how to teach when one needs solid learning of basic behavior analytic concept and principles, including their applications and evaluation, and when this needs to be done within 6-12 hours of instructional time and must serve students from different bachelor's degrees. Every year we teach about 30 classes, from 13 different bachelor's degrees that vary from Physics and Mathematics to Theater and the Social Sciences (this amounts to approximately 750 students a year). The purpose of this paper is to discuss, within a behavior analytic instructional design perspective, a model we developed that includes a concept and principle hierarchy and its derived concept and principle analyses. We also present and discuss the possible design solutions, based on Markle (1990) and Merrill, Tennysson and Posey (1992), that this model is allowing us to develop as tools to better teach our target behavior analytic concepts and principles. |
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Identifying and Responding to Psychological Distress in Behavior Analysts in Training: Strategies for Professors and Supervisees |
| Domain: Service Delivery |
| EMILY M. LUND (St. Cloud State University), Michele R. Traub (St. Cloud State University), Timothy A. Slocum (Utah State University) |
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| Abstract: In the process of teaching and providing supervision to aspiring and future behavior analysts, professors and supervisors may be in a key position to notice and respond to student and supervisee psychological distress, including both non-verbal indications of distress and direct verbal disclosures of psychological distress. Such distress may interfere with student and supervisee academic and clinical performance, providing behavior analysts with an ethical obligation to provide timely, effective, and appropriate feedback that addresses the issue and its impact on their performance. Additionally, behavior analysts may have other moral, professional, institutional, and social obligations to ensure the well-being and safety of their students and supervisees via appropriately identifying and responding to signs and disclosures of psychological distress. This presentation will address common signs of psychological distress in students and supervisees as well as practical, evidence-based strategies for effectively referring students and supervisees for professional support as needed. Finally, strategies for addressing supervisee psychological distress within the context of behavioral analytic supervision will be provided. |
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