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.


46th Annual Convention; Washington DC; 2020

Event Details

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Invited Paper Session #23
A Search for Efficiency in Teaching Basic Skills to Implement Autism Intervention: Research on Technology-Based Training in Brazil
Saturday, May 23, 2020
10:00 AM–10:50 AM
Walter E. Washington Convention Center, Level 2, Room 207A
Area: AUT; Domain: Applied Research
Chair: Thomas S. Higbee (Utah State University)
CE Instructor: Romariz Barros, Ph.D.
Presenting Author: ROMARIZ BARROS (Federal University of Pará-Brazil; National Institute of Science and Technology on Behavior, Cognition, and Teaching)

The efficiency of behavior analytic intervention to autism spectrum disorder (ASD) increases when it is early, intensive, comprehensive, and long-lasting. This is particularly true for children with moderate to severe impairment. The above-mentioned key elements make behavior analytic intervention often inaccessible for most of the affected population in developing countries, such as Brazil. The main causes for that are: the shortage of trained professionals and the absence of specialized public services. Some of the families have the profile to be trained to participate in the intervention plan. Parental implementation may be an important tool for behavior analysts to deliver interventions with the required intensity, comprehensiveness, and extension. On the other hand, training technicians efficiently is another challenge. In this scenario, research focusing on the advancement of training procedures to develop implementation skills in parents of children diagnosed with ASD and also technicians is helpful. This presentation describes some of our applied research on teaching basic skills to implement behavior-analytic intervention to ASD. We describe our results with instructional video-modeling to teach parents to implement structured teaching and its impact on their respective children. We also compare results of implementation by parents to results of implementation by technicians. Research on training basic skills to implement incidental teaching is also reported, along with data on self-video-monitoring to prevent drifting in implementation by technicians. This research line as a whole is dedicated to developing useful tools for behavior analysts to quickly bring others to help in an intervention plan.

Instruction Level: Basic
Target Audience:

Students and professionals interested in the dissemination of Applied behavior analysis.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the challenge of implementing large-scale, high-quality intervention to ASD in developing countries; (2) understand the importance of teaching technology to overcome such challenge; (3) analyze data concerning to the use of instructional video-modeling and video-monitoring as part of the solution.
ROMARIZ BARROS (Federal University of Pará-Brazil; National Institute of Science and Technology on Behavior, Cognition, and Teaching)
Romariz S. Barros is was born in Brazil in 1971. He is a Psychologist graduated at the Federal University of Pará-Brazil and Ph.D. on Experimental Psychology at the University of São Paulo. He has worked as a college professor at the Federal University of Pará-Brazil since 1997. He is currently a Full Professor at the Graduate Program on Theory and Research on Behavior. He is a Behavior Analyst accredited by the Brazilian Association of Psychology and Behavioral Medicine (ABPMC) and a member of the National Institute of Science and Technology on Behavior Cognition and Teaching.



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