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.


48th Annual Convention; Boston, MA; 2022

Event Details

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Poster Session #97
TBA Saturday Poster Session: Even-Numbered Posters
Saturday, May 28, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Amanda M Adams (Anderson Center for Autism & Capella University)
56. Appropriate Interactions by Officers and Individuals with Developmental Disabilities
Area: TBA; Domain: Service Delivery
TAMI JURSICH (Lauren's Institute for Education), Kaitlyn Venberg Wittig (Lauren's Institute for Education), April Chaires (Lauren's Institute for Education), Danielle Cannizzaro (Lauren's Institute for Education)
Discussant: Amanda M Adams (Anderson Center for Autism & Capella University)
Abstract: Abstract: In our current climate, interactions between police and the special needs community are often unnecessarily negative in nature. Many times, the only interactions that individuals with special needs have with police is when there is already an emergency in place or in high stress situations such as car accidents and medical emergencies. Neither party are familiar with the other and thus those interactions have led to sometimes dangerous interactions between the police and those on the autism spectrum. To pair uniformed officers with neutral or positive interactions as opposed to negative or high stress ones, we can increase appropriate responses from uniformed police officers to those in the special needs community. This allows for uniformed officers to engage in positive interactions with those in the special needs community, reducing the idea that individuals with special needs may be a threat. Teaching law enforcement officers how to assess motivation for an individual with special needs and to use appropriate language we will see an increase in the number of positive interactions between law enforcement and the special needs community.
58. Teaching Behaviour Analysts Statistical Approaches to Analyse Extended Clinical Data
Area: TBA; Domain: Service Delivery
MARIE-CHANEL MONIQUE MORGAN (Brock University), Nazurah Khokhar (Brock University), Alison Cox (Brock University), Jonathan E. Friedel (Georgia Southern University)
Discussant: Amanda M Adams (Anderson Center for Autism & Capella University)
Abstract: Presently, graduate training in applied behaviour analysis neglects group design and corresponding statistical analyses as evidenced by graduate course sequences typically excluding quantitative statistics courses (Young, 2018). The general disregard for building a practical skill set in this area can place behaviour analysts at a disadvantage. When a dataset does not lend itself well to visual analysis (e.g., extended data collected over years; Cox et al., 2021), behaviour analysts may miss opportunities to analyze and answer important research or clinical questions. In behaviour analytic work, researchers have begun to explore the efficacy of using video modeling to train students and practitioners on more complex computer skill sets (Mitteer et al., 2018). However, this research is scarce and generally limited to training on graphing. The purpose of the current study is to create and evaluate the effectiveness of a virtual training package comprised of: (1) written instructions, (2) a statistical analysis tool, and (3) a video model, to teach behaviour analysts to correctly conduct and interpret statistical analyses in reference to large datasets, wherein visual analysis cannot answer the questions being posed. Preliminary results and the impacts this may have on behaviour analysts’ analysis of complex datasets will be discussed.
60. Survey of Former BACB 4th Ed. Task List Trainees’ Experiences in Fieldwork Supervision
Area: TBA; Domain: Applied Research
Marija Colic (University of Hawai'i at Mānoa), Jennifer Ninci (University of Hawai'i at Mānoa), Rachelle Huntington (University of Hawai'i at Mānoa), ROXANNE MICHEL BRISTOL (University of Hawai'i at Mānoa ), Gregory Taylor (University of Hawai'i at Mānoa)
Discussant: Amanda M Adams (Anderson Center for Autism & Capella University)
Abstract: With growing demand for professionals with a Behavior Analyst Certification Board (BACB) certification, quality control in supervising trainees through their fieldwork experience has become an increasingly high-stakes issue. Although survey studies have targeted supervisors as respondents, there are no survey studies evaluating trainees’ perceptions of their fieldwork experiences. The purpose of this survey was to explore recently former 4th Ed. Task List trainees’ experiences with their fieldwork supervision. A total of 33 questions, including multiple choice and open-ended options, were included. Of 103 persons who attempted to complete the survey, 63 were eligible to complete it; this is an acceptable sample considering the estimated population size. Most eligible respondents spanned all regions of the United States and four respondents were located outside of the United States. Questions explored respondent demographics, supervision structure characteristics, uses and perceived utility of different supervision methods, barriers to effective supervision, prevalence of competency-based supervision, and trainees’ satisfaction with supervised experiences. Outcomes show that a number of environmental barriers may have hindered opportunities for trainees’ to consistently gain a quality, competency-based fieldwork experiences. Positive highlights as well as areas for improvements will be discussed with consideration of current supervision requirements.



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