Association for Behavior Analysis International

The term ‘severe’ is a commonly used descriptor for problem behavior in research and practice. We examined research trends across the behavior analytic literature over the last 20 years (Cox, Leung, Morgan, submitted) and noticed that when authors used the term ‘severe’, it was often based on ill-defined, arbitrary criteria (e.g., Borrero, Vollmer & Wright, 2002). When severity is classified, the tools used are primarily indirect (Rojahn, Aman, Matson & Mayville, 2003; Rojahn, Rowe, Sharber, Hastings, Matson, Didden, Kores & Dumont, 2012). The proposed thesis will investigate the reliability of a 'behaviourally-anchored' tool created to classify problem behaviour severity using quantifiable variables (i.e., instances of problem behaviour, convictions, etc.). Researchers will recruit 24 Board Certified Behavior Analysts (BCBAs) separated into two groups; ‘experienced’ or ‘inexperienced’ writers. Participants will evaluate 30 case scenarios with and without access to the severity tool. Investigators will use intraclass correlation to explore interrater consistency within the groups. Researchers will also conduct a two-by-two mixed model ANOVA to explore the differential impact of the tool and clinician experience. The information collected from this research will help to establish a reliable and objective measure to classify problem behaviour to help practitioners and researchers implement applicable interventions.

The present study sought to teach teachers how to implement the first two phases of the Picture Exchange Communication System (PECS) protocol, whilst also investigating the utility of Behavioural Skills Training (BST) as a training method in a systematic replication of a study by (Rosales, Stone, & Rehfeldt, 2009). Two teachers working in an specialist Applied Behaviour Analysis school took part, with the study taking a quasi-experimental AB design with confederate adult learners and physical prompters also partaking. After reading the PECS manual, baseline probe sessions were conducted with the percentage accuracy of steps completed in the role of the communicative partner serving as the dependent variable. BST was then conducted with both participants meeting the competency criterion after just one practice session. The post-probe sessions were conducted several weeks later. The results indicated that BST was an effective and efficient methodology to teach the skill, though effects were not fully maintained. Further research should test generalisation to true PECS users, analyse rates of acquisition for later PECS phases, seek to improve procedural fidelity and assess effects under a more stringent competency criterion.

Understanding how to interpret and use single case design research (SCDR) is a required skill for Applied Behavior Analysts. The fact that there is a dedicated domain in the task list for understanding, using, and interpreting SCDR speaks to the importance of that skill. Verified Course Sequences (VCS) that train future behavior analysts are tasked with teaching the value of SCDR research as it relates to building evidence based interventions as well as the knowledge and skills to interpret, use and implement the research. Even with didactic instruction, students struggle to understand the importance of rigor in research designs, internal validity, and how to differentiate data collection from research; specifically the importance of replication to demonstrate a functional relationship. This poster describes how one Master’s program overcame the challenge of students struggling with the concepts of SCDR and evidence based Interventions by having each student complete an individual SCDR study as part of a Master’s program in Special Education with an emphasis in Applied Behavior Analysis. The student research projects span 5 terms 8-week terms, and culminates in a capstone class during which the students finalize a five chapter research project (thesis). Students are assigned a faculty mentor who advises them from start to finish to ensure a cohesive, rigorous and valid research study. Data presented include frequency of topics selected by students over a 3 year period, methodologies used (e.g., reversal/withdrawal, multiple baseline). Additionally, final reflective statements by students about their learning will be included. Students report an increased understanding of the importance of using evidence based practices, increased confidence in reading and evaluating research and an increased sense of competence.

The present study evaluated the effect of using cumulative versus noncumulative exams in two nine-week online asynchronous classes. Participants were undergraduate students enrolled in one of two sections of a psychology of learning course (N = 77). The study used a group design, in which one section of the course used cumulative weekly exams, whereas the second section of the course used weekly chapter exams. Results showed that cumulative final exam scores were significantly higher after students had been taking cumulative exams all term, which suggests that combining cumulative exams with interteaching improves long-term retention of information. Students in the noncumulative section of the course reported higher ratings when asked if they crammed for the final exam and they rated the overall quality of interteaching components lower. Overall, the present findings suggest that cumulative weekly exams can increase the effectiveness of interteaching.

System of least prompts (SLP) is an instructional strategy that has been used to teach augmentative and alternative communication (AAC). However, there is limited research focusing on how SLP is taught to educators. Twenty participants were recruited from an online assistive technology course. Participants included graduate and undergraduate students with majors including: secondary education, elementary and early childhood education, and rehabilitation and human services. This study utilized a pre/posttest group design with switching replications. Three dependent variables were measured: SLP (a) knowledge, (b) planning, and (c) teleconference implementation. Data were analyzed using a two-way mixed analysis of variance (ANOVA). Data were also collected on procedural fidelity, reliability, and social validity. Results indicate that online training was effective in increasing knowledge (F(2, 32)= 17.524, p < 0.001, η2p = 0.523) and planning (F(2, 36)= 24.186, p < 0.001, η2p = 0.573) performance. SLP implementation also increased over time (F(2, 36)= 12.253, p < 0.001, η2p = .405); however, this result was not directly related to the online training (i.e., the effect of time was not different for the two groups). Participants reported learning a valuable skill and were more confident working with individuals who use AAC.