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| Recent Advances in Applied Behavior Analysis Training |
| Sunday, May 26, 2019 |
| 8:00 AM–9:50 AM |
| Fairmont, Lobby Level, Rouge |
| Area: TBA |
| Instruction Level: Basic |
| Chair: Dag Stromberg (Autism Center for Young Children, Stockholm) |
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| Using Immersive Virtual Reality for Training in the Functional Behavior Assessment: Project VIBE |
| Domain: Service Delivery |
| SETH KING (Tennessee Technological University) |
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| Abstract: The functional behavior assessment (FBA), or the processes involved in identifying factors that maintain inappropriate behaviors, is a fundamental element of behavioral services provided in clinics, homes, and schools. Optimal FBA procedures generally involve experimental functional analyses administered by certified behavior analysts; nonetheless, purely observational methods continue to be used in many settings. The training provided to personnel involved in observational FBAs is often insufficient, however. Immersive virtual reality (IVR) has the potential to enhance professional development by facilitating multiple opportunities to rehearse data collection, immediate feedback, and sophisticated methods of hypothesis generation. This presentation provides an overview of issues with FBAs and traditional training. Applications of technology to professional development in behavior analysis are also discussed. Finally, the development of the Immersive Virtual Instruction in Behavioral Education Project (Project VIBE), an IVR tool targeting the FBA, is described. Lessons learned in creating Project VIBE can guide the production of additional trainings that incorporate IVR. A discussion of future directions for IVR includes a technical demonstration of the Project VIBE training. |
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Outcomes of a Manualized Behavioral Skills Training Program to Teach Applied Behavior Analysis Procedures in Kazakhstan |
| Domain: Applied Research |
| ERIN MORAN (UCL Institute of Education) |
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| Abstract: There is an overall lack of services, treatments, and trained professionals to work with children with autism in Kazakhstan. Additionally, university training programs for teachers and psychologists are outdated and rooted in Soviet 'defectology'. To address the lack of trained professionals and training programs, the present research project developed a manualized behavioral skills training program aimed to teach basic ABA procedures. Study 1 used a pyramidal teaching approach where the researcher trained mothers of children with autism to deliver the manualized training program to 21 undergraduate university students. Results from study 1 suggest that the mothers could learn ABA procedures quickly and could implement the training program with high fidelity. The results also suggest that undergraduate students can implement ABA procedures accurately when assessed in a role play scenario. However, study 1 did not assess whether the skills learned in a role play scenario would generalize to use with children with autism. For study 2 the training program was co-delivered by the researcher and 1 mother to a group of 7 tutors. Results suggest that the procedures learned in the training program will generalize to use with young children with autism. This training program provides an innovative solution to training professionals in locations without highly qualified behavior analysts. It also presents a sustainable and cost-effective training format for locations with limited internet access. Limitations and implications for clinical practice will be discussed. |
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| Developing and Maintaining Competence at the Workplace: Staff Training and Supervision at a Habilitation Center for Children With Autism in Stockholm, Sweden |
| Domain: Service Delivery |
| DAG STROMBERG (Autism Center for Young Children, Stockholm) |
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| Abstract: In order to develop and maintain professional competence at the workplace, it is important to have a systematic approach to staff training and supervision. Autism Center for Young Children (Autismcenter små barn) is a public-funded multidisciplinary habilitation center within the Stockholm County Council, Sweden, each year offering services to approximately 1000 preschoolers diagnosed with Autism Spectrum Disorder. Most of the interventions are based upon applied behavior analysis. The center has developed an introductory program for new employees. This program consists of theory and practice, to a large extent including behavior analytic skills. Different learning formats are used, one of them is Behavioral Skills Training. Additionally, there is a system for internal supervision and training for all employees. Once per month there is a seminar for the whole group for discussing relevant topics. Group supervision is offered monthly, with 8-10 supervisees per group. Individual supervision from the center’s three clinical supervisors is also offered. This presentation describes how staff training and supervision at the Autism Center for Young Children is organized and also discusses potential benefits and challenges, related to results of a yearly staff survey. |
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| Commonly Used Assessments in Applied Behavior Analysis: Selection, Experience, and Training |
| Domain: Service Delivery |
| KRISTEN LENAE PADILLA-MAINOR (Baylor University), Vida Canestaro (Baylor University), Jordan White (Baylor University), Providence Gee (Baylor University) |
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| Abstract: A necessary component of applied behavior analysis is the assessment of a client’s present levels of functioning and behavioral repertoire. Behavior analysts commonly use instruments to identify goals, develop curriculum, select interventions and monitor progress. Over 70,000 registrants of the Behavior Analyst Certification Board were surveyed to determine what practitioners use to target these areas; 1,378 responded. The survey collected title/position, credentials, education level, years of experience, instruments used and why, and assessment training. Respondents included practitioners (52%), clinical supervisors (34%), faculty members (10%), and graduate students (13%). Credentials included BCBA (55%), BCBA-D (8.5%), BCaBA (3.5%), and RBT (30%). The top three categories for respondents’ experience were less than 3 years (22%), 3-6 years (29%), and 14 or more (21%). The most commonly used instruments include the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; 76%), Assessment of Basic Language and Learning Skills-Revised (ABLLS-R; 52%), and Vineland Adaptive Behavior Scales, Third Edition (34%). The least used instrument among respondents is the Promoting Emergence of Advanced Knowledge (PEAK; 13%). The majority of respondents were trained by their supervisor (70%) or self-taught (39%). Associations between the distributions of responses were also examined in order to identify patterns and relationships between variables. |
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