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 #523
EDC Monday Poster Session: Even-Numbered Posters
Monday, May 30, 2022
2:00 PM–3:00 PM
Exhibit Level; Exhibit Hall A
Chair: Guy S. Bruce (Appealing Solutions, LLC)
40. Evaluating Technology-Based Self-Monitoring of Performance with Reinforcement for Students with Disabilities
Area: EDC; Domain: Applied Research
MADELINE ROSE RISSE (University of South Florida), Danielle Ann Russo (University of South Florida ), Kwang-Sun Cho Blair (University of South Florida)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract: Students with disabilities often demonstrate difficulty functioning appropriately in classroom settings. Recent increases in the general education placements of students with disabilities have amplified the need for evidence-based interventions. Self-monitoring has been shown to be effective in reducing problem behavior and increasing appropriate social and academic behaviors exhibited by students with disabilities. Therefore, the purpose of this study was to evaluate the use of a technology-based SMP with differential reinforcement to increase task completion and reduce off-task behavior in students with disabilities served in general education classrooms. Three students with disabilities in fifth grade, who were served in a general education classroom, participated in the study. A concurrent multiple baseline across participants with an ABC sequence was used to evaluate the intervention outcomes. Data collection is currently ongoing, and complete data will be presented at the convention. It is expected that the implementation of SMP is effective in increasing rates of task completion and reducing off-task behavior for each participant. The improvements in classroom behavior and task completion will maintain even when the reinforcement was faded out and after intervention ended.
 
42.

Increasing On-Task Behavior with a Self-Management System in a Mainstream Classroom

Area: EDC; Domain: Applied Research
MIKAYLA CAMPBELL (Utah Valley University), Devin Guinn (Alternative Behavior Strategies - Kids), Caleb Stanley (Utah Valley University), Sarah Makenzie Lindemann (Utah Valley University), Sydney Jensen (Utah Valley University)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

Self-management in schools involves the personal application of behavior change procedures which produces a corresponding change in desired behaviors. Self-management procedures may offer expectational utility for those with autism given the degree of independence afforded by these interventions. Research has shown the effectiveness of self-management in increasing on task behavior as well as the effectiveness of peer praise in increasing on task behavior in the mainstream classroom. Although research has evaluated the effect of self-management on on-task behavior, further replications are needed to ensure the effectiveness of these procedures. The current study sought to evaluate the effectiveness of self-management in increasing on-task behavior in the mainstream classroom. A self-management system with visual prompts and peer mediation was created for the client while staff took data on his on-task behavior for 2-minute intervals. Additionally, a reversal design was utilized to evaluate the effects of the intervention. Overall, the findings suggest the intervention was effective in improving on task behavior and subsequent modifications to the intervention resulted in improved performance compared to that of baseline. The implications and limitations of the intervention will be discussed.

 
Sustainability submission 44. Chronic Absenteeism in the Special Education Population: Increasing Student Engagement in the Special Education Population
Area: EDC; Domain: Theory
STEPHEN GLICK (Danbury High School )
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract: This presentation identifies the issue of chronic absenteeism in the special education population. It then examines research-based strategies that would help create a positive learning environment, and increase student engagement. Then, the presentation offers an action plan to address this issue. The presentation addresses sustainability by examining the issue of chronic absenteeism in the special education population and then offers solutions to creating a learning environment that will increase and sustain student engagement in the special education population.
 
46. Prevalence of Single-Case Design in Special Education: A Survey of Special Education Journals
Area: EDC; Domain: Applied Research
SETH KING (University of Iowa), Lanqi Wang (University of Iowa), Brendon Nylen (University of Iowa), Olivia Grace Enders (University of Pittsburgh)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract: Education policy and scholarship have increasingly emphasized the use of high-quality experiments in selecting instruction. Although initially excluded from research evaluations, single-case designs have recently encountered wider acceptance within and beyond education. Growing approval has coincided with a departure from traditional design conventions, however, which may have implications for evidence-based practices. Research performed prior to the emergence of current standards suggests single-case designs represent the majority of experiments in special education. This study describes the relative prevalence of single-case design studies in a wider range of journals than previously examined. An assessment of a random sample of articles (n = 13,146) published in special education journals (n = 34) from 1999-2019 found that single-case design encompasses 55.6% of experiments, with patterns of publication varying based on journal emphasis (e.g., learning disabilities). A description of results is followed by a discussion of the implications for the interpretation of the evidence base.
 
48.

Supporting the Functional Behavior Assessment Process in Pre-Service School-Based Teams

Area: EDC; Domain: Service Delivery
AUDREY KENNEDY (Boise State University), Patricia A. Hampshire (Boise State University)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

Functional Behavior Assessments (FBAs) effectively assess function of behavior and lead to more effective interventions than interventions not based on function (Newcomer & Lewis, 2004). Unfortunately, questions remain regarding school personnel’s ability to obtain knowledge and skills necessary to conduct FBAs and create meaningful behavior change (Scott et. al., 2005). An FBA form was created to guide the FBA process for pre-service school based personnel. A pre/post test design was used in conjunction with the (TATE) Technical Adequacy Training Tool (Iovannone et al., 2015) to compare technical adequacy of FBAs developed with the guiding form, to FBAs developed without the guiding form. Qualitative data was gathered via survey to seek feedback from users regarding their experience with the guiding form through the FBA process.

 
50.

An Integrated Review of the Literature on Parent Training and Family Involvement

Area: EDC; Domain: Theory
EMILY BATON (University of South Florida (USF)), Heather George (University of South Florida (USF)), Laura Kern (University of South Florida), Rose Iovannone (University of South Florida/College of Behavioral and Community Sciences), Shannon Suldo (University of South Florida)
Discussant: Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

The relationship built between the educational system and families can be complex yet essential to the child's overall success. An integrated review was conducted to synthesize primary evidence around parent training and family engagement within the school system. The purpose of this review is to illuminate the cross-section between parent training and parental involvement/engagement. Parent training has been recognized as an evidence-based intervention while parental involvement research is a relatively new research topic. Parent training is more commonly found within the community setting, however, the bond between the school system and families have been growing to address children’s problem behaviors. This review seeks to answer the larger question of how parent training bridges the home-school-community communication divide to serve families better. The preliminary database search was conducted across several electronic databases (e.g. ERIC) using text words, database-specific subject headings, and age limits, when available to address parent training, parent engagement, and parental involvement. The initial search yielded 811 articles. After duplicates and the removal of articles, 268 were left for full article screening with five articles remained for the full-text review. The analysis found that, that few articles focus on bridging the home-school connection by incorporating the core principles of family involvement or engagement within their studies parent training methods.

 
 

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