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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Paper Session #299
CE Offered: BACB
Using Video Modeling to Teach Face Covering to Individuals With Down Syndrome
Sunday, May 30, 2021
5:00 PM–5:25 PM
Area: AUT
Instruction Level: Intermediate
Chair: Jordan Lill (University of Nebraska Medical Center’s Munroe-Meyer Institute)
CE Instructor: Jordan David Lill, Other

Using Video Modeling to Teach Face Covering to Individuals With Down Syndrome

Domain: Applied Research
JORDAN LILL (University of Nebraska Medical Center’s Munroe-Meyer Institute), Adriano Barboza (University of Nebraska Medical Center’s Munroe-Meyer Institute ), Brenda J. Bassingthwaite (University of Nebraska Medical Center’s Munroe-Meyer Institute ), Lindsey Aberle (University of Nebraska-Omaha), Zack Wielgos (University of Nebraska-Omaha), Anne Keith (University of Nebraska-Omaha), Brianna Jensen (University of Nebraska-Omaha)

The COVID-19 pandemic has altered the school environment for millions of students in the United States and has resulted in the need to learn new behaviors, such as wearing face coverings. Learning COVID-19 prevention behaviors are especially important for students with Down syndrome. They are more likely than individuals without DS are to contract COVID-19, and they are ten times more likely to die from the disease than individuals without DS (Clift et al., 2020; Malle et al., 2020). Thus, it is essential that students with DS learn critical preventative behaviors. This study evaluated whether a behavioral intervention package including video modeling (VM; Park et al., 2019) was effective in teaching students with DS to wear face coverings using a non-concurrent multiple baseline design across three students in special education classrooms. Preliminary results show that video modeling alone was sufficient for one student. However, for the other two students, variable-momentary differential reinforcement of alternative behavior was needed to increase the time they wore face coverings. Inter-observer agreement was collected across all phases. Limitations and future research directions will be discussed.

Target Audience:

Pre-requisite skills: knowledge of multiple baseline designs and, knowledge of video modeling as an instruction strategy.

Learning Objectives: At the conclusion of the presentation, participants will be able to: 1) describe the importance of teaching appropriate face covering behavior for individuals with Down’s syndrome, and other intellectual developmental disabilities; 2) understand variables that influence video modeling as an effective strategy in teaching behavior.



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