|Everyone Eats: Behavior Analysis Applied to Eating and Meal-Related Behaviors|
|Monday, May 25, 2020|
|11:00 AM–11:50 AM |
|Marriott Marquis, Level M4, Independence D|
|Area: TBA; Domain: Translational|
|Chair: Margaret Pavone Dannevik (Lindenwood University)|
|CE Instructor: Margaret Pavone Dannevik, Ph.D.|
This symposium presents three applications of the science of human behavior to the improvement of eating and health-related behaviors. First, a social media-based group contingency related to meal preparation will be discussed, followed by a conceptually-systematic model of how to use online video to change meal preparation behaviors. Finally, the presenters will demonstrate how supervisors can adapt the 5th edition BACB task list to help supervisees serve individuals with ineffective eating and activity repertoires.
|Instruction Level: Intermediate|
|Keyword(s): Eating, Health, Nutrition|
|Target Audience: |
The target audience for this event is advanced practitioners, supervisors, and teachers of behavior analysis.
|Learning Objectives: 1. Attendees will learn how to adapt the 5th edition task list to supervise students accruing behavior analytic experience with learners who struggle with eating and activity-related behaviors 2. Attendees will discuss eating and activity-related topics in behavior analytic terms and be able to disseminate them to appropriate audiences 3. Attendees will consider the ethical guidelines of the field as they relate to the provision of supervision and instruction for individuals struggling to engage in healthy eating behaviors|
|Utilizing an Online Video Series to Increase Frequency of Home Cooking|
|TONY CHAMBERS (Special School District St. Louis MO), Margaret Pavone Dannevik (Lindenwood University)|
|Abstract: Taking the time to prepare and cook meals at home, regardless of diet plan or restrictions, has shown to better your overall health (Wolfsen & Bleich, 2014). People who eat meals at home with friends and loved ones report an overall happier and healthier life than those who do not (Harbec et al., 2018). Established interventions such as video modeling (Kellems et al., 2016,), chaining (Shrestha et al., 2013) and task analyses (Kanfush & Jaffe, 2019) are conducive to teaching multi-step processes of preparing and cooking food (Cooper et al., 2007). The growth of social media and individual devices such as cell phones and tablets has allowed the author created a video dissemination system to combine behavior analytic methods and teach individuals how to cook at home regardless of their current skill level. The proposed model includes videos which will teach detailed steps through modeling, task analyses, chaining, and verbal instruction. Approaching culinary education by teaching the selection of individual ingredients, preparation skills, and cooking methods rather than following a single short demonstration or written recipe for one dish will allow for more opportunities to access tangible, primary reinforcement increasing the likelihood of meal preparation in the future.|
|Why Do Behavior Analysts Eat What They Eat?|
|CLINT EVANS (Behavior Therapy Specialists of Illinois and Missouri), Margaret Pavone Dannevik (Lindenwood University)|
|Abstract: Using social media, connection to other professionals in the field of Applied Behavior Analysis is a click away. A social media group was created to solely discuss the dietary needs and habits of professionals in Applied Behavior Analysis. A poll was taken of 100 participants in the group to get a small cross section of the dietary habits of professionals that directly work in the field of Applied Behavior Analysis. The results revealed that most professionals in the field neglect or overlook their own dietary needs. A protocol was created using this information as a basis for self-monitoring of tracking one’s eating habits and an attempt to increase value-based dietary habits to enhance a healthy lifestyle within the ABA community and possibly beyond. The survey and subsequent group contingency served to replicate the findings of other socially mediated contingency management such as Kurti, & Dallery, (2013), and Meredith, Grabinski, & Dallery, (2011).|
Everybody Eats! A Model for Supervisors Assisting Students in Acquiring Experience Working With Problematic Eating and Activity-Related Behaviors
|MARGARET PAVONE DANNEVIK (Lindenwood University), Nicole Vaux (Lindenwood University)|
The number of students enrolled in behavior analysis programs has been increasing exponentially over the past ten years. As part of the educational preparation for the BCBA exam and certification, these students must accrue supervised experiences in which they apply their classroom-based skills to real world behavior change. As previously noted (Luke, Carr, & Wilder, 2018), many instructors and students have mistakenly interpreted the supervised experience requirements to be specific to the field of Autism service provision. This paper presents a model of how supervision of fieldwork and concentrated fieldwork could include experiences that address problematic eating and activity-related health behaviors in neurotypical populations. The model is intended to assist supervisors of behavior analysis students by giving specific suggestions for how students could accrue supervised experience in this growing subspecialty (Behavior Analysis in Health and Fitness, 2019; Normand, Dallery, & Ong, 2015).