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.


47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Symposium #194
CE Offered: BACB
Using Video Modeling and Telehealth to Evaluate Treatment Integrity in Caregiver-Implemented Interventions
Sunday, May 30, 2021
9:00 AM–10:50 AM
Area: AUT/DDA; Domain: Applied Research
Chair: Meka McCammon (University of South Carolina)
Discussant: Wendy A. Machalicek (University of Oregon)
CE Instructor: Meka McCammon, M.Ed.

The purpose of these four studies was to evaluate the effectiveness of caregivers as change agents in the implementation of communication training interventions, preference assessments, and functional analyses. The first paper evaluated the effectiveness of a brief video model on caregiver integrity of conducting mand training with three young children with autism spectrum disorder. Results suggest that all participants acquired and maintained integrity and manding increased for two children. In the second paper, parents of children with Angleman syndrome were trained via telehealth to use prelinguistic/enhanced milieu teaching. The results indicate that most participants implemented enhanced milieu teaching with at least 85% integrity. The third paper demonstrated that two parents could be trained via telehealth to conduct trial-based functional analyses with high integrity. Finally, the fourth paper used behavioral skills training via telehealth to train parents to conduct and implement interventions based on the results of functional analyses. Findings are discussed in relation to participants’ responses related to social validity.

Instruction Level: Intermediate
Keyword(s): communication training, functional analysis, parent training, telehealth
Target Audience:

The target audience for this event would be BCBAs and related practitioners (e.g., special education teachers, speech-language pathologists) with interests in training caregivers to implement communication and behavior interventions via telehealth or video modeling.

Learning Objectives: At the conclusion of the presentation, participants will be able to (1) state the significance of caregiver training; (2) describe appropriate methods for training caregivers; (3) identify interventions that parents have demonstrated integrity implementing.

POWER: A Caregiver Implemented Mand Training Intervention

MEKA MCCAMMON (University of South Carolina), Katie Wolfe (University of South Carolina)
Abstract: The development of a vocal mand repertoire is often delayed or deficient in children with an autism spectrum disorder. Utilizing caregivers as behavior change agents to address this core deficit may be advantageous as more learning opportunities can be incorporated in daily routines. A plethora of literature exists on teaching caregivers to promote communication with their children; however, many of these studies use behavioral skills training which can be resource-intensive. This study evaluated the effectiveness of video modeling with voice-over and on-screen text, without researcher mediation, as an alternative to behavioral skills training for teaching caregivers to teach vocal mands to their two to five-year-old children with an autism spectrum disorder. The video model described mand training with an echoic prompt (Greer & Ross, 2008; Kodak & Clements, 2009), using a mnemonic (POWER: Play, Offer, Wait, Encourage, and Reinforce). Results of our nonconcurrent multiple baseline design across three dyads indicates that video modeling was effective in increasing all three caregivers’ mand training fidelity, and this correlated to small increases in independent mands with some of the child participants when training occurred less than one hour per week. We discuss implications for practice and areas for future research.
Telehealth Parent Coaching in Naturalistic Communication Intervention for Angelman Syndrome
Mandy Rispoli (Purdue University), ERIC SHANNON (Purdue University), Charissa Donn Voorhis (Purdue University)
Abstract: Angelman syndrome is a rare genetic syndrome includes significant communication delays. Naturalistic communication intervention embedded into home routines has been shown to improve language outcomes for children with developmental disabilities. However, there is limited research in early behavioral communication intervention for young children with Angelman syndrome. The purpose of this study was to develop and evaluate a telehealth parent training program specifically for families of children with Angelman syndrome. The effects of the training program on parent implementation fidelity were evaluated using a series of multiple baseline across participant designs. Results of parent acquisition, maintenance, and generalization of naturalistic communication intervention strategies are presented and implications for future research and practice are discussed.
Telehealth-Based Training Package for Teaching Parents to Implement Trial-Based Intensive Interventions for Their Children
CASSANDRA STANDISH (Vanderbilt University), Joseph Michael Lambert (Vanderbilt University)
Abstract: Interventions delivered via natural implementers using telehealth has resulted in positive effects for the clients. However, there has been little research conducted into whether natural implementers can be trained to conduct functional analyses (FAs) via telehealth services. The purpose of this paper was to (a) evaluate the results of trial-based functional analyses (TBFAs) implemented by parents trained to conduct the TBFA via telehealth services, (b) validate the results of the TBFAs by evaluating the results of the function-based interventions, and (c) evaluate the procedural fidelity of the parent-implemented TBFAs. Two parent-child dyads were recruited. Both TBFAs resulted in the identification of at least two functions of problem behavior, and reductions in problem behavior were observed for both child participants during the function-based intervention. Additionally, procedural fidelity remained relatively high for TBFA implementation, interpretation, and graphing.

Outcomes From Parent Telehealth Training of Assessment and Intervention for Severe Problem Behavior: Case Studies During COVID-19

Casey Clay (University of Missouri), ERIC ISHIJIMA (Thomson Autism Center - CHOC Children's)

We conducted brief behavioral skills training via video telehealth to train parents to conduct preference assessments, functional analysis (FA) sessions, and intervention for in-home services involving their children who engaged in severe problem behavior. Parents were able to conduct all assessment and intervention well enough to identify preferred items and function of problem behavior. Furthermore, outcomes of intervention were successful. Social validity related to parents’ experience varied and will be discussed.




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