|The Global Effects of Behavior Analysis|
|Saturday, September 3, 2022|
|4:00 PM–4:50 PM |
|Meeting Level 1; Liffey Meeting 3|
|Instruction Level: Basic|
|Chair: Guido D'Angelo (DALLA LUNA - BARI)|
The Irish Society for Behaviour Analysis: History and Future Planning in the Professional Regulatory Context of Ireland
|ALAN LEO TENNYSON (Irish Society for Behaviour Analysis), Brian Fennell (Queen's University Belfast), Laura Skelly (University of Ulster - MSC Applied Behaviour Analysis), David Scannell (Trinty College Dublin), Saskia Dodebier (Psychology Society of Ireland - Division of Behaviour Analysis ), Catherine Wells (Trinity College Dublin)|
Ireland's vibrant ABA community has historically lacked statutory regulation as a profession. As in other European countries, the Behaviour Analytic community in Ireland coalesced under the minimum practice standards and ethical framework provided by the Behaviour Analysts Certification Board (BACB). The announcement by the Behaviour Analysis Certification Board in December 2019 to cease international certification brought our profession's lack of statutory regulation into sharp focus. In this presentation we will provide an account of the formation of the Irish Society for Behaviour Analysis and recent developments in the professional structures for Behaviour Analysis. Before placing these developments in the historical context of ABA in Ireland, we will describe the policy and statutory environment in which Irish Behaviour Analysts are working and how this presents both opportunities and risks. Finally we will place the development of Irish ABA in the broader European context and describe our hopes for ABA on the island of Ireland in the coming years. We will make the case for the development of European ethical and practice standards, while simultaneously addressing professional recognition at a national level.
Assessing and Teaching Job-Related Social Skills to Italian Adults With Developmental Disabilities
|Domain: Applied Research|
|GUIDO D'ANGELO (DALLA LUNA - BARI), Claudio Radogna (Dalla Luna - Bari)|
Working is an essential component of community participation, however in Italy only few people with intellectual disabilities are employed. This may happen because only a few programs focus on vocational skills. To date, just a handful of studies have managed to systematically assess and train people with developmental disabilities on the skills required to find, obtain and keep a job. In the present study, a multiple baseline across participants was used to evaluate the effectiveness of a treatment package to teach job-related social skills to three young adults with developmental disabilities. Behavioral Skill Training and individualized prompting strategies were used to teach a set of skills (e.g., making confirming statements for clear and vague instructions; asking for help completing tasks; apologizing; asking the supervisor what task should be completed next). Results shown that the treatment was effective in teaching previously identified social skills, as well as in promoting generalization trough different settings and task. In addition, maintenance of the acquired skills was tested in a period ranging form 5 to 13 months after the original training. This research has some implications for identifying curricula of work-related social competences and planning the transition between the end of the study cycle and inclusion into work / production activities, in order to improve the professional outcomes of people with different developmental disorders.